Abstract
Abstract
This qualitative multiple-case study examined district and other antecedents that contribute to principal instructional leadership efficacy. With increased demands that schools better prepare students for a more complex society, principals need to be able to remain focused on the quality of instruction using a more collaborative, distributed form of leadership. They need to target their own energy and efforts on things that really make a difference. Using a conceptual framework based on sociocognitive theory as well as district and instructional leadership, the research explored how districts currently contribute to principal instructional leadership efficacy and makes recommendations for district improvement and for further academic research. Five principals and 5 district office central office administrators were interviewed to ascertain school district factors that positively impact principal instructional leadership efficacy. As well, factors other than those that were perceived as district related that appeared to affect principal instructional leadership efficacy were brought to light. Three overarching themes arose from the findings. Districts enhance principal efficacy through (a) a district growth culture that provides overarching efficacy support, (b) the support and development of collaborative learning structures, and (c) the provision of district human and financial resources that promote principal autonomy and provide pressure and support. Recommendations include the need to strengthen the cooperation between the Department of Education and Early Childhood Development to create more robust data systems for principals and the need for in-service efficacy training for principals and school district central office administrators.
