SELF-REPORTED PRINCIPAL LEADERSHIP PRACTICES THAT SUPPORT STRUGGLING TEACHERS FOR IMPROVEMENT

Abstract

The purpose of this qualitative study was to explore the practices school leaders report using to help teachers improve through a case study methodology. The literature on three current leadership models (Instructional Leadership, Transformational Leadership, and Distributed Leadership) were identified and reviewed. The findings from the literature were significant and showed a plethora of models and components of school leadership; however, the implications are clear that there is a deficit in identifying the practices required of principals to carry out the daily tasks of implementing these components in the different models to support struggling teachers. This study utilized the lens of the situated learning perspective with its components of community of practice, apprenticeship, and the underlying premise of learning through personal connections to help discern how principals identify and facilitate the specific practices that lead to teacher improvement and increased student learning. Through the use of interviews and document analysis as qualitative research, practices and tools used by school principals to assist struggling teachers were analyzed.

The findings from this case study highlighted areas for future discussion including developing a set of best practices for responding to struggling teachers and providing specific training for school-level administrators. The results of this case study suggest that school principals believe building relationships, utilizing data, intervening early, employing reflective questioning, and providing coaching are key practices that can support struggling teachers for improvement.