Speak truth to empower: A quantitative approach to high school teacher perceptions of instructional leadership feedback in Midwest state secondary schools
Abstract
[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Educational reform research has remained focused on the guarantee students are given highly qualified and effective teachers and administrators. In the case of educational leadership, the growing challenges in education are amplified by the continued focus on accountability. The growing expectations and accountability challenges have presented school leadership with obstacles. Obstacles to align state and national expectations with the district's capability to provide open collaborative communication, which enable individuals to speak truth to empower. The purpose of this study is to review the alignment between a theoretical framework and the evaluative tools utilized by a school district. Specifically, what is the alignment between the Hallinger framework of instructional leadership and the Panorama Survey Tool used to evaluate the Dandridge Public School District (DPS) and building leadership? Findings from the Panorama Survey Tool indicated the instructional leadership of the district's high schools were at a variety of places. Key implications from this research show evaluation tools need to be aligned to theoretical frameworks of expectations. This key recommendation will allow this district and others that may follow to make sure there is alignment between instructional leadership practices and the assessment of those behaviors by the teachers who evaluate them.
Degree
Ed. D.
Thesis Department
Rights
Access to files is limited to the University of Missouri--Columbia.