The impact of action research on principal instructional leadership.
Published: 2005
Language: eng
Number of pages: 152
Subjects: Action research in education.; School principals.; Educational leadership.; Teaching.
Description: School administrators are exhorted to be instructional leaders. However, instructional leadership is a role that is very difficult to enact, given the many managerial demands of the school administrator's job. Action research is one strategy that shows promise in helping school administrators reconcile the manager/instructional leader tension inherent in their jobs. Despite its promise, a review of the literature demonstrates that principal action research has seldom been examined.Data gathered from interviews, the focus group, and the reports indicated that school administrators in the project felt that participation in action research positively impacted them in a variety of ways. The data indicated very few negative perceptions regarding action research. In particular, participants felt that the action research process positively impacted their instructional leadership. Furthermore, data suggested that principals engaged in "team action research" (i.e., inquiries that are carried out with the assistance of peer(s), within or outside of the school) felt that the process fostered the development of a professional learning community that positively impacted the principals and the district as a whole. The study suggests several avenues for further inquiry, notably a longitudinal study that would examine the duration of action research's perceived benefits and an examination of principal action research in the context of a large, urban school district.This qualitative study examined the impact of action research on school administrators. The context for the study was a district sponsored action research project in a predominantly rural, mid-sized Ontario school district. School administrators volunteered to participate in the project, held during the 2003--2004 school year. Participants received training in the action research process and could conduct their inquiries individually or with peers. Participants were expected to write about their inquiries, completing brief written reports of three to six pages. For the study, data were gathered from three sources: eight interviews with school administrators who participated in the project, a focus group session with eleven principals who conducted team action research, and the six reports completed by the project's participants. King's conceptualization (2002) of principal instructional leadership was used as a framework to analyze data. An inductive approach was used to uncover emerging themes not addressed by King's framework. Data were triangulated to ensure trustworthiness.
Notes: Thesis (Ed.D.)--University of Toronto, 2005.

Electronic version licensed for access by U. of T. users.

Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2091.