The decisions and actions of principals impact the work in schools. The purpose of this research was to investigate the decisions and actions of elementary principals who support science and then compare those to the decisions and actions of teachers and central office staff. The primary question guiding the research was, What are the decisions and actions of elementary principals that support science education? Secondary questions were (1) How are the decisions and actions of elementary principals regarding science instruction impacted by those of central office science leaders? (2) How are the decisions and actions of elementary teachers regarding science instruction impacted by those of principals?
This qualitative study involved interviewing six education stakeholders: one central office staff member, two school leaders, and three teachers that represented three schools in one school division. The questions focused on six components of principal leadership: high standards for student learning, rigorous curriculum, quality instruction, culture of learning and professional behavior, connections to external communities, and systemic performance accountability. The data were analyzed to compare the decisions and actions of the principal with the decisions and actions of the central office staff and teachers. The discussion of the findings includes components involving synergy among the three stakeholder groups. Decisions by the school leaders to build time for science instruction, curriculum planning, and professional development support science instruction. Curriculum resources and professional development from the central office are supports for schools. Included are recommendations of decisions and actions that may increase the synergy among the groups and the support for science.
These components and practices are not unique to science and this framework could be used to ensure a cohesive instructional program across content areas. This research could provide school and division leaders with a series of actions for addressing the components of principal leadership and increase opportunities for all stakeholders to work together to enhance student achievement in science. / Doctor of Education / Principals make a difference for student achievement in schools, but they do not work alone. Teachers and central office staff also work to increase student achievement. This research examined how decisions and actions of principals impacted the decisions and actions of the teachers and central office staff to support science instruction. The research question was, What are the decisions and actions of elementary principals that support science education? Additional questions were (1) How are the decisions and actions of elementary principals regarding science instruction impacted by those of central office science leaders? (2) How are the decisions and actions of elementary teachers regarding science instruction impacted by those of principals?
Two school leaders, three teachers, and a central office science leader from three schools in the same school division were interviewed about decisions regarding standards, curriculum, instruction, professional learning, partnerships, and accountability. Their responses were analyzed to determine where the work was complementary to support science learning. This research could provide school and division leaders with a series of actions for addressing components of principal leadership and increase the opportunities for all stakeholders to work together to enhance student achievement in science.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/110426 |
| Date | 03 June 2022 |
| Creators | Thayer, Myra Lynn |
| Contributors | Counselor Education, Mullen, Carol Ann, Bolles, Elliot Foster, Gratto, John Robert, Mallory, Walter D. |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | ETD, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
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