Principals' leadership content knowledge in reading was investigated by examining the relationship between the perceived reading knowledge of principals and perceived leadership actions principals take to support reading instruction. Survey results from 78 principals and 1,876 teachers were analyzed. Results showed a positive, statistically significant correlation between principals' perceptions of their reading knowledge and principals' perceptions of the actions they take to support reading. A stronger positive, significant correlation between teachers' perceptions of their principal's reading knowledge and teachers' perceptions of their principal's actions was also demonstrated. These correlations substantiated studies that purported principals with more reading knowledge are more likely to take leadership actions to support effective reading instruction. In this study, reading knowledge was defined by both reading content and pedagogy. Significant but weak relationships were found between: teachers' perceptions of their principal's reading knowledge and type of school; teachers' perceptions of their principal's actions and type of school; and teachers' perceptions of their principal's actions and teachers' years of experience. Non-significant results were found for all other relationships examined. Comparisons of survey responses revealed discrepancies between principals' and teachers' perceptions of the degree of principals' reading knowledge and extent of their actions, which may be important since the literature suggests that differing levels of knowledge and ideas of actions a principal should take can stymie school progress. The study's results suggest: changes in principal preparation programs; ongoing content training for current principals; streamlining principal tasks; and a formal understanding of roles and responsibilities for instructional leadership.

Improving mathematics instruction is an essential issue many school leaders are encountering as they feel increased pressure to ensure high-quality learning for all students. Key responsibilities of school leaders in leading mathematics improvement include observing instruction and providing teachers with feedback. If school leaders fulfill these responsibilities effectively and help teachers become better practitioners in the classroom, they can have a substantial impact on raising student achievement. As a result of minimal research and contradictory recommendations guiding school leaders towards mathematics leadership, many school leaders are not effectively fostering growth in mathematics instruction. The purpose of this study was to provide clarity to school leaders by pinpointing what elementary school leaders need to know in order to effectively observe mathematics instruction and provide teachers with feedback. More specifically, the study examined the necessity of a school leader's mathematics content knowledge, student pedagogical knowledge, and knowledge of how teachers learn to teach mathematics. The study was conducted using a three-round Delphi method completed by an expert panel composed of 15 stakeholders with diverse perspectives in the area of mathematics leadership. The study yielded guidelines regarding what school leaders need to know in order to effectively observe elementary mathematics instruction and provide informed feedback to teachers. The experts unanimously concluded that school leaders must understand elementary mathematics as a process of reasoning rather than merely rules, facts, and procedures. One-hundred percent of the panel also strongly agreed that mathematics instruction must occur in student-centered classrooms where teachers act as a facilitator of learning and use effective questioning to engage students in developing mathematical understandings and connections. The study concluded with 11 additional critical findings. / Ed. D.