Principal, board member, and staff perceptions of female public school superintendents instructional leadership

Abstract

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] This study examined the instructional leadership of female superintendents as perceived by board members, principals and staff members who work directly with the participating superintendents. A qualitative, multi-case study provided opportunity to determine the instructional leadership practices as viewed through the lens of instructional leadership research by Waters and Marzano (2006). Four overarching themes emerged: Professional development, focus of resources toward instruction, comprehensive knowledge of quality instruction, collaboration and communication. Findings indicated that the participating superintendent's practices were aligned to findings within current research. The instructional leadership characteristics identified within this study will serve as a model for superintendents and in establishing competencies for professional development activities surrounding instructional leadership.