An Investigation of Principals' Perceptions on the Preparation and Professional Training Needed to Build Their Capacity as Instructional Leaders

In this project, the researchers identified a problem in the way that principals perceive instructional leadership and the professional development needed to support them in being effective instructional leaders. The researchers provided the reader with a problem statement, an outline of the project, background knowledge on the role of principals and instructional leadership and its impact on student achievement. Research methods were outlined, and the research was presented to the reader. Based on the themes that the researchers discovered in analyzing the data, six recommendations were made to enhance the professional development and preparation that principals get on being an instructional leader. Based on this project's investigation it is recommended that to best support principals in being effective instructional leaders, districts and principal preparation programs should: provide coaching professional development for principals; create a pipeline for instructional coaches to move into principal roles; ensure principals have adequate experience as effective teachers; districts should have a clear definition of effective instructional leadership and clear expectations for principals around instructional leadership including best practices in teaching; districts should pair all new principals (in years one through three) with both a mentor and a coach who have been identified as effective instructional leaders. This study was limited to analysis of principal preparation in a moderately sized, suburban and urban, midwestern city. The study did not intend to code or disaggregate data based upon the demographic data of participants, experience of participants or the varying types of school districts that the principals represented. Future research could explore instructional leadership through the lens of principal years of experience, identity, or district size. Future research might also duplicate the same methodology with central office administrators, including superintendents. Additional research might also explore the correlation between principals' past teaching experience and instructional leadership capacity with principal retention rates. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]