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Principals' Content Knowledge: Examining the Relationship between Principals' Reading Knowledge and Leadership Actions from Principals' and Teachers' Perceptions

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Title: Principals' Content Knowledge: Examining the Relationship between Principals' Reading Knowledge and Leadership Actions from Principals' and Teachers' Perceptions
Authors: Butler, Angela Suzanne
Committee Members: Darlene Y. Bruner, Ed. D.; Bobbie J. Greenlee, Ed. D.; Zorka Karanxha, Ed. D.; Yi-Hsin Chen, Ph. D.
Summary: 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.
URL: https://digitalcommons.usf.edu/etd/3023
Database: OpenDissertations
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  Availability: 0
Header DbId: ddu
DbLabel: OpenDissertations
An: ddu.oai.digitalcommons.usf.edu.etd.4218
AccessLevel: 6
PubType: Dissertation/ Thesis
PubTypeId: dissertation
PreciseRelevancyScore: 0
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  Label: Title
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  Data: Principals' Content Knowledge: Examining the Relationship between Principals' Reading Knowledge and Leadership Actions from Principals' and Teachers' Perceptions
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  Data: <searchLink fieldCode="AR" term="%22Butler%2C+Angela+Suzanne%22">Butler, Angela Suzanne</searchLink>
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  Label: Committee Members
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  Data: <searchLink fieldCode="CO" term="%22Darlene+Y%2E+Bruner%2C+Ed%2E+D%2E%22">Darlene Y. Bruner, Ed. D.</searchLink>; <searchLink fieldCode="CO" term="%22Bobbie+J%2E+Greenlee%2C+Ed%2E+D%2E%22">Bobbie J. Greenlee, Ed. D.</searchLink>; <searchLink fieldCode="CO" term="%22Zorka+Karanxha%2C+Ed%2E+D%2E%22">Zorka Karanxha, Ed. D.</searchLink>; <searchLink fieldCode="CO" term="%22Yi-Hsin+Chen%2C+Ph%2E+D%2E%22">Yi-Hsin Chen, Ph. D.</searchLink>
– Name: Abstract
  Label: Summary
  Group: Ab
  Data: 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.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Code: eng
        Text: English
    Subjects:
      – SubjectFull: instructional leader
        Type: general
      – SubjectFull: leadership content knowledge
        Type: general
      – SubjectFull: literacy
        Type: general
      – SubjectFull: administration
        Type: general
      – SubjectFull: policy
        Type: general
      – SubjectFull: American Studies
        Type: general
      – SubjectFull: Arts and Humanities
        Type: general
      – SubjectFull: Other Education
        Type: general
    Titles:
      – TitleFull: Principals' Content Knowledge: Examining the Relationship between Principals' Reading Knowledge and Leadership Actions from Principals' and Teachers' Perceptions
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Butler, Angela Suzanne
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2011
ResultId 1