School District Effect on Principal Instructional Leadership Efficacy

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atmire.migration.oldid5887
dc.contributor.advisorFriesen, Sharon
dc.contributor.authorKeeping, George Thomas
dc.contributor.committeememberFriesen, Dr. Sharon
dc.contributor.committeememberGereluk, Dr. Dianne
dc.contributor.committeememberJacobsen, Dr. Michele
dc.contributor.committeememberKawalilak, Dr. Colleen
dc.contributor.committeememberAdams, Dr. Pamela
dc.contributor.committeememberField, Dr. James
dc.date.accessioned2017-09-05T19:34:44Z
dc.date.available2017-09-05T19:34:44Z
dc.date.issued2017
dc.date.submitted2017en
dc.description.abstractAbstract 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.en_US
dc.identifier.citationKeeping, G. T. (2017). School District Effect on Principal Instructional Leadership Efficacy (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/27712en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/27712
dc.identifier.urihttp://hdl.handle.net/11023/4064
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectEducation--Administration
dc.subject.otherdistrict growth culture
dc.subject.othercollaborative learning structures
dc.subject.othercentral office administrator support
dc.subject.otherdata use
dc.subject.othertechnical skills as efficacy enhancing
dc.subject.otheradministrator autonomy
dc.titleSchool District Effect on Principal Instructional Leadership Efficacy
dc.typedoctoral thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameDoctor of Education (EdD)
ucalgary.item.requestcopytrue
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