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Descriptors:
Content Analysis; Transformational Leadership; Instructional Leadership; Principals; Case Studies; Organizational Change; Organizational Climate; Organizational Culture; Organizational Effectiveness; Teacher Administrator Relationship; Institutional Characteristics; Educational Administration; Participative Decision Making

Abstract:
Transformational leadership by the principal appears to be a precondition of shared instructional leadership in schools, but it does not guarantee that principals and teachers will collaborate on curriculum and instruction. The present study, a content analysis of existing case studies, explores the ways in which teachers respond to transformational leadership by the principal, with attention paid to the influence and conditions that activate interdependent relationships and enhance shared transformational leadership and shared instructional leadership. A contrast school, where shared instructional leadership did not take hold, suggests that structures and processes that organize teachers' work differently do not automatically result in the kinds of interactions associated with quality teaching and learning. (Contains 3 notes and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Science Teachers; Mathematics Teachers; Instructional Leadership; Principals; Educational Practices; Social Theories; Causal Models; Investigations; Statistical Surveys; Organizational Development; Transformational Leadership; Teacher Attitudes; Teacher Surveys; Pedagogical Content Knowledge; Educational Administration

Abstract:
Purpose: The study is a two-stage inquiry into the influence of high school principals and department chairpersons on the nature of science and mathematics teachers' community of practice participation. Of particular interest is the extent to which formal leaders influence the formation of productive communities of practice and the extent to which leaders affect teachers' professional beliefs and their instructional skills. Research Design: Using the National Educational Longitudinal Study of 1988 (NELS:88) Second Follow-up Teacher File, measures for the analysis are constructed with the Rasch model. Analysis proceeds in two stages using hierarchical linear modeling. The first stage investigates the importance of school leaders to mathematics and science teachers' participation in productive communities of practice. The second stage looks at the relationship between school leadership and teachers' competence and pedagogical skills, net of the influence of communities of practice. Findings: Results suggest that both principals and department chairpersons are instrumental in shaping opportunities for teachers to learn in communities of practice. Furthermore, results show that principals are well removed from the instructional concerns of teachers and that department chairpersons might serve to slow down the rate of instructional change. Conclusions: The connections between school-level leadership and teachers' social learning in their communities of practice have drawn the recent attention of those writing about and conducting research on teacher communities. Researchers, practitioners, and policy makers want to know if school leaders can make a difference in how teachers think about their work and the quality of their instruction in classrooms. Findings offer insight into important links in the causal chain between leadership and student achievement. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Leadership Styles; Principals; Teachers; Supervisor Supervisee Relationship; Participative Decision Making; Leadership Effectiveness; Instructional Effectiveness; Academic Achievement; Instructional Leadership; Teacher Improvement

Abstract:
The article synthesizes research findings from studies examining how principals and teachers contribute to shared instructional leadership and the relationship of shared instructional leadership to teacher and student learning. Principals and teachers contribute to the leadership equation in each school in different ways, according to school context and personnel, but an important finding is that the ways in which teachers and principals lead are in tension. It is this tension, however, that is characteristic of leadership in schools that make steady, incremental, and effective instructional improvement. Teachers learn more when teachers and principals find balance in the gradual movement between the status quo and intentional change. Two other factors enhance teacher learning: the shared belief that teachers can and must educate every student, and respectful and open relationships among colleagues. With these conditions, teachers learn to be better teachers and student achievement increases. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Elementary Secondary Education; Instructional Leadership; Principals; Teacher Effectiveness

Abstract:
Uses sample of 24 nationally selected restructured elementary, middle, and high schools to examine the relationship of transformational and instructional leadership to school performance as measured by the quality of teaching and student achievement. Finds that principals integrating transformational and instructional leadership have substantial influence on school performance. (Contains 72 references, 5 tables, and 1 figure.)(PKP) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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