Instructional Leadership in Guam's Public Elementary Schools
type: CreativeWork
description: 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: 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.
author: Quitugua San Nicolas, Evangeline, EdD
keywords: collaboration, elementary schools, Guam, instructional leadership, Leadership studies, public schools, principals, school administration, teachers
date published: 2003-03-28T08:00:00Z
date modified: 2026-07-24T05:41:55Z
provider: University of San Diego
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of San Diego