Setting Instructional Expectations: Patterns of Principal Leadership for Middle School Mathematics

Principal instructional leadership has been found to support improved instruction. However, the methods through which principal leadership influences classroom instruction are less clear. This study investigates how principals' leadership may predict the expectations that mathematics teachers p...

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Bibliographic Details
Published in:Leadership and policy in schools 2013-10, Vol.12 (4), p.337-373
Main Author: Katterfeld, Karin
Format: Article
Language:English
Subjects:
Academic Standards
Administrator Attitudes
Educational leadership
Educational Objectives
Expectation
Expectations
Goal Orientation
Hierarchical Linear Modeling
Instructional Leadership
Longitudinal Studies
Mathematics Instruction
Mathematics teachers
Measures (Individuals)
Middle School Teachers
Middle Schools
Predictor Variables
Principals
School districts
School principals
Statistical Analysis
Teacher Attitudes
Teaching Methods
Urban areas
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Summary:Principal instructional leadership has been found to support improved instruction. However, the methods through which principal leadership influences classroom instruction are less clear. This study investigates how principals' leadership may predict the expectations that mathematics teachers perceive for classroom practice. Results from a hierarchical generalized linear (HGLM) model, using data from four urban school districts, show that the principal's work to frame instructional vision, and the principal's own vision, both predict perceived instructional expectations. However, other conventional leadership activities are not predictive. Finally, principals appear to provide a baseline of expectations for standards-based mathematics instruction rather than comprehensive expectations.
ISSN:1570-0763
1744-5043
DOI:10.1080/15700763.2013.792935