PRINCIPAL PERCEPTIONS OF INSTRUCTIONAL LEADERSHIP IN HIGH SCHOOLS

This qualitative study aimed to identify principals’ perceptions of their instructional leadership and traits. This qualitative study aimed to identify principals’ perception of instructional leadership, which traits principals believe are most important, and how to prioritize instructional leadership over barriers and other demands of the principalship. The study also aimed to indicate barriers and hurdles that principals face in developing and utilizing their instructional leadership. Participants from high schools in the northern region of Indiana were interviewed. Three themes emerged: (1) there is a direct correlation between instructional leadership effectiveness, including principal self-efficacy on student achievement; (2) instructional leaders are able to identify traits of quality instructional leaders that include the following traits: Trait 1: A Data-Driven Focus on School Improvement, Trait 2: Guiding Teachers Toward an Aligned Curriculum, Trait 3: Fostering Growth – Being a Teacher of Teachers, Trait 4: Creating a Community of Care and Collaboration, Trait 5: Core Values – Ethics, Energy and Commitment, and Trait 6: Managing Resources (3) instructional leaders are faced with barriers to their instructional leadership. Three key barriers presented themselves, including: managerial balance, financial constraints, and resistance to change. This study provides information that can guide the practices of many education leaders. There are specific implications to this study that can impact how school administrators approach instructional leadership.