Instructional Leadership Supports and Collaboration with Central Office Leaders: Middle School Principals’ Perspectives

This qualitative study examined 12 middle school principals’ perceptions of theinstructional leadership supports and professional learning experiences provided to them by central office leaders. The findings from this study reveal that middle school principals need specific instructional leadership process supports, such as coaching strategies, using data for improvement planning, and conducting walkthroughs and informal observations. Participants also desired tailored professional learning experiences from central office leaders who were familiar with secondary program structures, as well as the academic and social emotional needs of adolescent learners, based on principals’ individual needs, school context, and district initiatives. Trusting relationships, ongoing collaboration and consistent support positively impacted collegial partnerships between middle school principals and central office leaders and those antecedents allowed central offices to provide more meaningful instructional leadership supports to middle school principals. The findings also stress the significance of central office leaders intentionally building collaborative relationships with middle school principals in their joint pursuit of improved student performance.

Author

• LaGrange, Irina

Language

• en

Keyword

• Adolescent Learner
• Professional Learning
• Instructional Leadership
• Collaborative Leadership
• Director
• Central Office Leader

Date created

• 2024

Type of Work

• Dissertation

License

• All rights reserved

Rights statement

• In Copyright

GW Unit

• Educational Leadership & Administration

Degree

• Ed.D.

Advisor

• Thessin, Rebecca A.

Committee Member(s)

• Trimmer, Leslie
• Sherrill Linkous, Kelly

Persistent URL

•  https://scholarspace.library.gwu.edu/etd/gx41mj81h