• Information Technology
  • Human Resources
  • Careers
  • Giving
  • Library
  • Bookstore
  • Active Living
  • Continuing Education
  • Go Dinos
  • UCalgary Maps
  • UCalgary Directory
  • Academic Calendar
My UCalgary
Webmail
D2L
ARCHIBUS
IRISS
  • Faculty of Arts
  • Cumming School of Medicine
  • Faculty of Environmental Design
  • Faculty of Graduate Studies
  • Haskayne School of Business
  • Faculty of Kinesiology
  • Faculty of Law
  • Faculty of Nursing
  • Faculty of Nursing (Qatar)
  • Schulich School of Engineering
  • Faculty of Science
  • Faculty of Social Work
  • Faculty of Veterinary Medicine
  • Werklund School of Education
  • Information TechnologiesIT
  • Human ResourcesHR
  • Careers
  • Giving
  • Library
  • Bookstore
  • Active Living
  • Continuing Education
  • Go Dinos
  • UCalgary Maps
  • UCalgary Directory
  • Academic Calendar
  • Libraries and Cultural Resources
View Item 
  •   PRISM Home
  • Graduate Studies
  • The Vault: Electronic Theses and Dissertations
  • View Item
  •   PRISM Home
  • Graduate Studies
  • The Vault: Electronic Theses and Dissertations
  • View Item
JavaScript is disabled for your browser. Some features of this site may not work without it.

High School Principals' Understanding of Instructional Leadership: An Emerging Theory

Thumbnail
View
ucalgary_2014_murray_carol.pdf
Download
ucalgary_2014_murray_carol.pdf (869.0Kb)
Advisor
Brandon, James
Author
Murray, Carol
Accessioned
2015-01-08T16:04:13Z
Available
2015-02-23T08:00:36Z
Issued
2015-01-08
Submitted
2014
Other
Leadership
Secondary
Subject
Education--Administration
Type
Thesis
Metadata
Show full item record

Abstract
Instructional leadership has been identified as having a significant impact on student success. A constructivist approach to grounded theory was utilized in this qualitative study to explore the question: How is instructional leadership understood and practiced by principals in high schools? A grounded theory of instructional leadership emerged as a result of examining the understandings and perceptions of three high school principals in a large urban school jurisdiction through four sources of data: an online demographic questionnaire, individual interviews, a member checking interview, and school based documents. Through grounded theory analysis five components of instructional leadership practice were identified: leading from inquiry, setting the learning agenda, symbolizing education, extending ownership, and understanding people. These five components contribute to and stem from the core component of the principal as the point of influence. The emerging theory suggests that the intentional employment of these components of instructional leadership practice enhances principal focus on supporting high school student success. This study contributes to the professional knowledge and understanding of instructional leadership practices of urban high school principals in supporting student success and provides guidance for the professional learning of principals in their quest to lead this work within high schools.
Corporate
University of Calgary
Faculty
Graduate Studies
Doi
http://dx.doi.org/10.5072/PRISM/26366
Uri
http://hdl.handle.net/11023/1989
Collections
  • The Vault: Electronic Theses and Dissertations

Browse

All of PRISMCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

My Account

LoginRegister

Statistics

Most Popular ItemsStatistics by CountryMost Popular Authors

  • Email
  • SMS
  • 403.220.8895
  • Live Chat

Energize: The Campaign for Eyes High

Privacy Policy
Website feedback

University of Calgary
2500 University Drive NW
Calgary, AB T2N 1N4
CANADA

Copyright © 2017