Elementary principals as developers vs. deliverers of district instructional decisions

Abstract

The purpose of this heuristic case study, also informed through the tradition of critical systems theory was to explore elementary principals‟ “voices” in instructional decisions made by central office administrators at a large suburban school district in a Midwestern State. Six elementary principals were interviewed for this study. Additional data included observations of elementary principal meetings, an open-ended survey with the six elementary principals, and document analysis of the district‟s strategic plan and policies dealing with instruction/curriculum. Using the phases of heuristic inquiry; initial engagement, immersion, incubation, illumination, explication, and creative synthesis all helped to disclose the truth. Findings suggested that there is a need in this district for a shared-decision making model. The district policies and strategic plan demonstrate on paper that the district values shared decision-making, but from the perceptions of principals this is not occurring in reality. There must be a process in place in which the structures of shared decision making, principal “voice,” and dialogue are valued by both the elementary principal group and central office administrators.