Principals’ instructional leadership under statewide teacher evaluation reform
International Journal of Educational Management
ISSN: 0951-354X
Article publication date: 7 May 2019
Abstract
Purpose
The purpose of this paper is to describe how elementary school principals adjust their leadership practice in response to Washington’s new teacher evaluation policy.
Design/methodology/approach
The authors conducted a modified content analysis of open-ended survey responses collected from elementary school principals in Washington State. In all, the survey included responses from 354 elementary school principals representing 25.0 percent of the state’s elementary school principal population. ATLAS.ti supported data analysis and assisted in the derivation of three key findings.
Findings
Elementary school principals changed their instructional leadership practice in response to the new teacher evaluation policy in three significant ways. First, principals adjusted their approach to classroom observation to complete more intentional, in-depth observational activities. Second, principals redistributed non-instructional responsibilities to clerical staff members to allow themselves and other administrators more time for classroom observation. Third, principals adopted a learning stance to the new policy and thus sought external support, especially coaching, to assist them with the implementation of new evaluation practices.
Research limitations/implications
The study faced three limitations. First, the sample of respondents included in this study cannot be generalized to the state as participants were not randomly selected. Second, the survey did not utilize a longitudinal design, and thus its findings only relate to the first year of the policy’s implementation. Third, the study does not include school-based evidence to triangulate principals’ survey responses.
Originality/value
The study contributes to the instructional leadership literature. Specifically, the study offers further insights into the adjustments principals make in their leadership to accommodate expectations found in new teacher evaluation policy.
Keywords
Citation
Lochmiller, C.R. and Mancinelli, J.L. (2019), "Principals’ instructional leadership under statewide teacher evaluation reform", International Journal of Educational Management, Vol. 33 No. 4, pp. 629-643. https://doi.org/10.1108/IJEM-06-2017-0151
Publisher
:Emerald Publishing Limited
Copyright © 2019, Emerald Publishing Limited