{"id":{"repo_id":"usd-thes","oai_identifier":"oai:digital.sandiego.edu:dissertations-1723"},"canonical_url":"https://search.dev.ndltd.org/etd/usd-thes/oai:digital.sandiego.edu:dissertations-1723","repository":{"repo_id":"usd-thes","name":"University of San Diego","base_url":"https://digital.sandiego.edu/do/oai/"},"display":{"title":"Instructional Leadership in Guam's Public Elementary Schools","abstract":"This study explored the current instructional leadership behaviors of elementary principals in Guam as perceived by the principals and teachers, and examined their perceptions on which instructional leadership functions should be shared or delegated in schools. The Principals' Instructional Management Rating Scale, developed by Dr. Phillip Hallinger and modified by the researcher, was used to gather data for this study. Four hundred eighty teachers (53%) and eighteen principals (81%) in Guam's public elementary schools participated, and there was no evidence of non-response bias. From this study, findings revealed that both principals and teachers shared the same perceptions regarding their principals' current instructional leadership performance. Both agreed that the three job functions principals performed most frequently were: supervising and evaluating instruction, protecting instructional time, and promoting professional development. Teachers and principals also agreed that the three job functions principals performed least often were: providing incentives for teachers, monitoring student progress, and maintaining high visibility. Furthermore, two variables—principals' years of experience, and teachers' participation in Effective School programs—affected principals' and teachers' perceptions on all ten job functions measured. Finally, the researcher found that although principals and teachers agreed on which of the ten instructional leadership functions should be “shared” or “assumed” by the school principal, they need to collaborate on how the “shared” job functions should be performed effectively.","abstract_html":"This study explored the current instructional leadership behaviors of elementary principals in Guam as perceived by the principals and teachers, and examined their perceptions on which instructional leadership functions should be shared or delegated in schools. The Principals' Instructional Management Rating Scale, developed by Dr. Phillip Hallinger and modified by the researcher, was used to gather data for this study. Four hundred eighty teachers (53%) and eighteen principals (81%) in Guam's public elementary schools participated, and there was no evidence of non-response bias. From this study, findings revealed that both principals and teachers shared the same perceptions regarding their principals' current instructional leadership performance. Both agreed that the three job functions principals performed most frequently were: supervising and evaluating instruction, protecting instructional time, and promoting professional development. Teachers and principals also agreed that the three job functions principals performed least often were: providing incentives for teachers, monitoring student progress, and maintaining high visibility. Furthermore, two variables—principals' years of experience, and teachers' participation in Effective School programs—affected principals' and teachers' perceptions on all ten job functions measured. Finally, the researcher found that although principals and teachers agreed on which of the ten instructional leadership functions should be “shared” or “assumed” by the school principal, they need to collaborate on how the “shared” job functions should be performed effectively.","abstract_has_math":false,"creators":["Quitugua San Nicolas, Evangeline, EdD"],"institution":null,"degree_name":"EdD Doctor of Education","degree_level":"Dissertation: Open Access","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2003,"date_issued":"2003-03-28T08:00:00Z","date_published":"2003-03-28T08:00:00Z","updated_at":"2026-07-24T05:41:55Z","subjects":["collaboration","elementary schools","Guam","instructional leadership","Leadership studies","public schools","principals","school administration","teachers"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digital.sandiego.edu/dissertations/718","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Quitugua San Nicolas, Evangeline, EdD"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2021-07-30T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation: Open Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["collaboration","elementary schools","Guam","instructional leadership","Leadership studies","public schools","principals","school administration","teachers"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digital.sandiego.edu/dissertations/718"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study explored the current instructional leadership behaviors of elementary principals in Guam as perceived by the principals and teachers, and examined their perceptions on which instructional leadership functions should be shared or delegated in schools. The Principals' Instructional Management Rating Scale, developed by Dr. Phillip Hallinger and modified by the researcher, was used to gather data for this study. Four hundred eighty teachers (53%) and eighteen principals (81%) in Guam's public elementary schools participated, and there was no evidence of non-response bias. From this study, findings revealed that both principals and teachers shared the same perceptions regarding their principals' current instructional leadership performance. Both agreed that the three job functions principals performed most frequently were: supervising and evaluating instruction, protecting instructional time, and promoting professional development. Teachers and principals also agreed that the three job functions principals performed least often were: providing incentives for teachers, monitoring student progress, and maintaining high visibility. Furthermore, two variables—principals' years of experience, and teachers' participation in Effective School programs—affected principals' and teachers' perceptions on all ten job functions measured. Finally, the researcher found that although principals and teachers agreed on which of the ten instructional leadership functions should be “shared” or “assumed” by the school principal, they need to collaborate on how the “shared” job functions should be performed effectively."]},{"key":"dc:title","label":"Title","values":["Instructional Leadership in Guam's Public Elementary Schools"]}]}],"canonical_facts":{"dc:creator":["Quitugua San Nicolas, Evangeline, EdD"],"dc:date.available":["2021-07-30T07:00:00Z"],"dc:description.abstract":["This study explored the current instructional leadership behaviors of elementary principals in Guam as perceived by the principals and teachers, and examined their perceptions on which instructional leadership functions should be shared or delegated in schools. The Principals' Instructional Management Rating Scale, developed by Dr. Phillip Hallinger and modified by the researcher, was used to gather data for this study. Four hundred eighty teachers (53%) and eighteen principals (81%) in Guam's public elementary schools participated, and there was no evidence of non-response bias. From this study, findings revealed that both principals and teachers shared the same perceptions regarding their principals' current instructional leadership performance. Both agreed that the three job functions principals performed most frequently were: supervising and evaluating instruction, protecting instructional time, and promoting professional development. Teachers and principals also agreed that the three job functions principals performed least often were: providing incentives for teachers, monitoring student progress, and maintaining high visibility. Furthermore, two variables—principals' years of experience, and teachers' participation in Effective School programs—affected principals' and teachers' perceptions on all ten job functions measured. Finally, the researcher found that although principals and teachers agreed on which of the ten instructional leadership functions should be “shared” or “assumed” by the school principal, they need to collaborate on how the “shared” job functions should be performed effectively."],"dc:identifier":["https://digital.sandiego.edu/dissertations/718"],"dc:subject":["collaboration","elementary schools","Guam","instructional leadership","Leadership studies","public schools","principals","school administration","teachers"],"dc:title":["Instructional Leadership in Guam's Public Elementary Schools"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation: Open Access"],"thesis:degree_name":["EdD Doctor of Education"]},"updated_at":"2026-07-24T05:41:55Z"}