Superintendent and Principal Perceptions of Superintendent Instructional Leadership Practices in Improving School Districts

Persistent Link:
http://hdl.handle.net/10150/195607
Title:
Superintendent and Principal Perceptions of Superintendent Instructional Leadership Practices in Improving School Districts
Author:
Davidson, Frank David
Issue Date:
2005
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose of this study was to investigate the instructional leadership practices of a statewide sample of Arizona school superintendents. Superintendents' practices in 12 areas were analyzed in relation to the degree of district academic improvement over a three-year period, the relative size of the district, and the gender of the superintendent. Differences in principal-superintendent perceptions were also analyzed to determine the extent of these differences, and their correspondence to the level of academic improvement achieved by districts.Among superintendents that had served in the current district for at least three years, there were significant differences in their reported involvement in 2 of 12 areas. Superintendents in higher-performing districts reported being more involved in planning for instruction and developing principals as instructional leaders.While male and female superintendents reported similar instructional leadership practices, female superintendents reported being more involved in reviewing research and developing instructional policies. Male superintendents reported being more involved in developing principals as instructional leaders.Superintendents in districts of different sizes responded similarly to the survey. The one exception was in the area of supervising instruction, in which superintendents in medium-sized districts reported being less involved.There were significant differences in the views of superintendents' instructional leadership held by principals and superintendents. On the whole, principals perceived superintendents as being less involved in instructional leadership than did superintendents themselves.There were significant differences between the responses of the subjects of this study and Watts' 1992 study. Superintendents in the present study reported being significantly more involved in seven instructional leadership tasks than their 1992 counterparts.The findings from this study may be of use to superintendents as they consider the many responsibilities they face in providing leadership for their districts. These findings may also be of interest to researchers who are concerned with better understanding the instructional leadership role of the school superintendent.
Type:
text; Electronic Dissertation
Keywords:
superintendent; instructional leadership; academic achievement
Degree Name:
Ed.D.
Degree Level:
doctoral
Degree Program:
Educational Leadership; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Quinn, David M.
Committee Chair:
Quinn, David M.

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleSuperintendent and Principal Perceptions of Superintendent Instructional Leadership Practices in Improving School Districtsen_US
dc.creatorDavidson, Frank Daviden_US
dc.contributor.authorDavidson, Frank Daviden_US
dc.date.issued2005en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purpose of this study was to investigate the instructional leadership practices of a statewide sample of Arizona school superintendents. Superintendents' practices in 12 areas were analyzed in relation to the degree of district academic improvement over a three-year period, the relative size of the district, and the gender of the superintendent. Differences in principal-superintendent perceptions were also analyzed to determine the extent of these differences, and their correspondence to the level of academic improvement achieved by districts.Among superintendents that had served in the current district for at least three years, there were significant differences in their reported involvement in 2 of 12 areas. Superintendents in higher-performing districts reported being more involved in planning for instruction and developing principals as instructional leaders.While male and female superintendents reported similar instructional leadership practices, female superintendents reported being more involved in reviewing research and developing instructional policies. Male superintendents reported being more involved in developing principals as instructional leaders.Superintendents in districts of different sizes responded similarly to the survey. The one exception was in the area of supervising instruction, in which superintendents in medium-sized districts reported being less involved.There were significant differences in the views of superintendents' instructional leadership held by principals and superintendents. On the whole, principals perceived superintendents as being less involved in instructional leadership than did superintendents themselves.There were significant differences between the responses of the subjects of this study and Watts' 1992 study. Superintendents in the present study reported being significantly more involved in seven instructional leadership tasks than their 1992 counterparts.The findings from this study may be of use to superintendents as they consider the many responsibilities they face in providing leadership for their districts. These findings may also be of interest to researchers who are concerned with better understanding the instructional leadership role of the school superintendent.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectsuperintendenten_US
dc.subjectinstructional leadershipen_US
dc.subjectacademic achievementen_US
thesis.degree.nameEd.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineEducational Leadershipen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorQuinn, David M.en_US
dc.contributor.chairQuinn, David M.en_US
dc.contributor.committeememberQuinn, David M.en_US
dc.contributor.committeememberArenas, Albertoen_US
dc.contributor.committeememberPedicone, Johnen_US
dc.identifier.proquest1018en_US
dc.identifier.oclc137353524en_US
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