Instructional Leadership in Alberta Public Charter Schools: An exploration into the perceived effects of instructional leadership practice on student success.

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ucalgary_2013_butterfield_philip.pdf(1.25 MB)
Date
2013-10-29
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Abstract
Abstract This study examines instructional leadership within public charter schools in Alberta, Canada. The research questions addressed by this study are: 1. How do Alberta public charter school principals perceive that their instructional leadership practice impacts student success? 2. To what extent is it necessary that the approach to leadership align with the approach to student learning in the school? Ten public charter school principals participated in the study. Each participant was interviewed twice within an eight-week period to determine their perceptions of the impact they have on student success in their roles as instructional leaders. Central to this research is the notion that instructional leaders exert significant influence on the culture and sense of community of a school and therefore play an important role in determining the degree to which students are successful within the school environment. An important conclusion emerging from this study confirms earlier research findings that the greatest positive effect on student success is derived through principals’ support and facilitation of meaningful, authentic, and timely professional learning for teachers in order that they may in turn improve their teaching practice and foster student success as a result. Keywords: instructional leadership, innovation, public charter school, student engagement, inquiry, collaboration, transformation, relational trust, student success.
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Education--Administration
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Butterfield, P. C. (2013). Instructional Leadership in Alberta Public Charter Schools: An exploration into the perceived effects of instructional leadership practice on student success. (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/26562
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http://hdl.handle.net/11023/1157
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Open Theses and Dissertations