Understanding the principal's contribution to instruction¹

Les causes de l’isolement professionnel des directions d’établissement d’enseignement

“…En effet, plusieurs de ces dernières soulignent avoir de la difficulté à maintenir avec les enseignants le même type de relations qu'elles avaient avec eux alors qu'elles occupaient une fonction d'enseignant (Barnett, commu-nication personnelle, 5 février 1997). D'après Anderson (1989), Barnett (1985Barnett ( ,1989Barnett ( , 1990, Bossert, Dwyer, Rowan et Lee (1982), Dwyer, Lee, Barnett, Filby et Rowan (1985), Lee (1993) et Levine (1989), les directions d'établissement d'enseignement se sentent isolées professionnellement et considèrent la direction comme étant une fonction de solitude.…”

Leadership, curriculum, instruction, and accountability scores : evidence from Kentucky scholastic audits.

“…Two additional studies (Dwyer et aI., 1983;Dwyer, 1986) connecting the principal's contribution to instruction were found; the focus of both studies was elementary schools. Owings, Kaplan, and Nunnery (2005) found that a significant relationship exists between principals' quality at certain grade levels and student achievement on the Virginia…”

“…In a study by Hallinger, Bickman, & Davis (1990) Case studies by Dwyer (1986) found that principals exercise influence on instruction primarily through the development and exercise of "routine behaviors" (Dwyer, Lee, Rowan, & Bossert, 1983). It is through these routines that the school's instructional climate is shaped.…”

Instructional Leadership Perceptions and Practices of Elementary School Leaders

“…Much like transformational leaders, instructional leaders are focused and set a clear vision for teaching and learning in the school with the goal of improving student achievement (Bamburg & Andrews, 1990;Goldring & Pasternak, 1994). This singular focus extends beyond instructional tasks and includes day-to-day activities, as instructional leaders manage all facets of the school in alignment with the academic mission (Cohen & Miller, 1980;Dwyer, 1986;Heck, 1992). Effective instructional leaders are entrenched in the work of teaching and learning, and they not afraid to work closely with teachers to improve their skills and professional capacity (Cuban, 1984;Edmonds, 1979).…”

“…Effective instructional leaders are "deeply engaged in stimulating, supervising and monitoring teaching and learning in the school" (Hallinger, 2013, p. 15). Principals should have expertise in teaching and learning and should be entrenched in the work of optimizing the school's instructional program to improve student achievement (e.g., Dwyer, 1986;Marshall, 1996). Principal instructional management is closely tied to student outcomes (Bossert et al, 1982).…”