Instructional Leadership and Changing School Cultures:
Voices of Principals
E. Warren Aller
Western Washington University
E. Jane Irons
Nancy Leffel Carlson
Lamar University
Introduction
School reform has framed the impetus for changing the learning climate of schools and significantly impacted the leadership role of the principal. In 2003, Michael Fullan made the profound statement “what standards were to the 1900s, leadership is to the 2000s” (p. 91). Today’s principals, functioning as instructional leaders, are expected to create a positive learning climate that encompasses the diverse needs of all students (Danielson, 2007; Ubben, Hughes, & Norris, 2007). Successful principals have utilized collaborative community processes to establish effective learning climates (DuFour, 2002; King, 2002). Sergiovanni (2006) noted that today’s principals reported a 55% increase in the amount of time spent on instructional leadership activities, while Fullan (2007) suggested that successful principals were facilitative and inclusive leaders.
The purpose of this paper is twofold: 1) to review collaborative leadership literature, and 2) to present the results of a research project to identify principals’ perceptions of their instructional leadership role with respect to quality collaboration, teaming and shared leadership, and learning communities.
Review of the literature
The No Child Left Behind (NCLB) Act (NCLB, 2001) reflects and enforces a major shift in the role and responsibility of principals today. Topics relative to this literature review include: vision, instructional leadership, school culture, distributive leadership, transformational leadership, learning communities, and teacher leaders.
Vision
A shared vision strengthens collaborative leadership. According to Ubben, Hughes and Norris (2007), commitment to any endeavor can be strengthened when individuals are encouraged to provided ideas, opinions, and talent in resolving issues concerning them. These authors recommended that school principals encourage teacher responsibility and leadership through collaboration for shared vision. Ubben and colleagues further noted the importance of allowing teachers autonomy and authority to match the task assigned.
Instructional leadership
Sergiovanni (2006) reported that the role of the school principal is changing. This author noted that principals were spending more time on instructional practices, curriculum development, and instructional planning, as well as implementing professional development activities. Robert Starratt (1995) stated “the task of fundamentally reforming the structures of schooling is perhaps the most challenging opportunity that faces school leaders” (p. 3). Fullan (2007) stated “the principal is crucial for success” (p. 160). Fullan noted that successful principals were inclusive and facilitative leaders who, while focusing on student learning, demonstrated efficient management skills and combined pressure with the necessary support to accomplish objectives.
Salazar and Jorissen (2007) noted that principals were expected to focus attention and effort upon providing leadership for the content students are taught, teaching strategies and methods, in addition to student learning outcomes. These authors acknowledged that effective instructional leaders have to understand effective teaching strategies; they must observe classroom instruction and analyze achievement data enabling more effective instructional decision-making.
Glickman (2002) identified three major leadership components required for successful school reform. Glickman’s components included: encompassing a covenant of beliefs (common vision), clear lines of authority (decision-making authority), and action research (ability to access and refine school practices).
Starratt (2003) emphasized the importance of building trusting relationships for school leaders. This author suggested that it is the administrator’s job to get faculty to take responsibility for their own work because the administrators cannot control every facet of school life. Starratt viewed empowerment as self-governance as well as moral fulfillment. This author suggested that school leaders could empower teachers by discussing ideas, sharing information, and pooling resources. Starratt noted that an empowered faculty could generate energy, create motivation and enthusiasm for problem solving, and provide cohesive support for school goals and activities.
Servant-leadership has received some attention in leadership literature (Hamilton, 2008). Sims (1997) noted that servant-leadership focuses on the personal dignity and worth of followers; the leader encourages follower’s initiatives for creative leadership. Stone, Russell, and Patterson (2004) noted that servant leadership models value people in the organization rather than the organizational structure. These authors suggested that even though the focus is more on the ethic of caring for people rather than organizational outcomes, there are beneficial organizational outcomes stemming from servant leadership. School culture appears to be closely tied to instructional leadership.
School culture
Barth (2002) defined school culture as “a complex pattern of norms, attitudes, beliefs, behaviors, values, ceremonies, traditions, and myths that are deeply ingrained in the very core of the organization” (p. 7). This author found school cultures resistant to change. Barth noted that school culture change required identification and attention to anxiety-laden topics. This author found that healthy cultural norms included collegiality, trust, appreciation, recognition, open communication, and collaborative decision-making. Ubben and colleagues (2007) noted “the most significant change in school culture happens when school leaders, teachers, and students model the values and beliefs important to the instruction” (p. 91). These authors suggested that the actions of school leaders, in particular the principal, are noted and emulated. Lunenburg and Ornstein (2008) found that school culture represented cumulative learning and that culture encompasses structures, people, and processes, as well as the external environment. These authors reiterated that school leaders are evaluated on the basis of the results they achieve, so that school culture becomes important because of the intricate relationships required for leadership success. Sergiovanni (2006) stated “school culture counts, and every effort that principals gave to building strong and effective cultures was an investment in student learning” (p. 53).
Distributive leadership
Elmore (2002) defined distributive leadership as the instructional practice that requires school leaders to operate networks of shared expertise rather than the traditional hierarchies with clearly defined divisions of labor. Donaldson, Jr. (2007) suggested that leadership can be distributed, shared or collaborative. This author noted that distributive leadership encourages every adult in the school to lead and all contribute to the leadership mix. Donaldson, Jr. noted that collaborative leadership placed the power to improve student learning in the hands leaders extended to each other through distributive leadership networks.
Distributive leadership contrasts with leadership models that focus primarily on the characteristics or behaviors of individual leaders (Bolden, 2008). According to Bolden, in distributive leadership, the actions and influence of individuals across the organization are recognized as essential to the overall functioning of the organization. Bolden noted that distributive leadership utilizes a systems theory approach and places the leadership role beyond the individual leader and within the relationships and interactions of multiple stakeholders. Proponents of distributive leadership argue that leadership may be considered as a group function, and as such, demands a dramatic shift in the distribution of power and influence within organizations (Gronn, 2000). Spillane (2006) supported the distributive leadership perspective noting that this perspective encourages a shift from the characteristics of leaders to the shared activities and functions of leadership.
Transformational leadership
Ubben and colleagues (2007) defined transformational leadership as that which “shares power, inspires others to leadership, and encourages participation and involvement of all members in executing the school’s purpose” (p. 10). According to Ubben and colleagues, transformational leadership is a relationship based on respect and personal regard that encompasses values uniting individuals with different views.
James McGregor Burns has been credited with development of the transformational leadership model (Northouse, 2007; Price, 2008). Northouse described transformational leadership as a process in which the leader establishes a connection with others that raises the level of motivation and morality in both leaders and followers. This author suggested that a transformational leader identifies the needs and motives of followers and tries to assist them in reaching their highest potential. Howell and Avolio (1993) suggested that transformational leadership was socialized leadership, concerned with the collective good; transformational leaders transcend their own interests for the good of others. Transformational leaders are effective in working with people; they build trust and foster collaboration with others (Northouse, 2007).
Learning communities
DuFour (2002) suggested that the role of the principal has shifted from an instructional leader focused on teaching, to a leader of a professional community focused on learning. Fullan (2002) noted that principals must be able to transform a school organization through people and teams. This author recognized that forging relationships among disconnected teachers can have a major impact on the school climate. Fullan acknowledged that relationships and professional learning communities were essential. According to Fullan, “information only becomes knowledge through a social process” (p. 18). Sergiovanni (2006) found that when principals emphasized effective learning and caring communities for teachers, teacher learning improved and student achievement benefited.
Starratt (2003) recommended that the school learning community be designed to encompass core community values; for example, open communication networks and processes that encompass schedules and personnel procedures are clearly depicted. Starratt noted that values revealed by all aspects of the community should clearly express that community’s values and purposes; the aesthetics of work, learning, and play spaces could clearly emphasis a child-centered approach to learning.
Teacher leaders
Donaldson, Jr. (2007) suggested that teachers are in a unique position to influence the quality of relationships and commit to school purposes, as well as improve instruction. This author noted that strong relationships were the teachers’ most powerful leadership asset and reiterated that principals need to treat teacher leaders as a vital and powerful partner.
Lambert (2002) explained that no single vision could compete with the teachers’ collective vision for improving student achievement. Ucheyama and Wolf (2002) suggested that professional communities were created to encourage teacher and principal collaboration. These authors noted that teacher action teams were created and the action team leader served on the school’s decision-making team, allowing teachers input into the school decision-making process. King (2002) found that instructional leaders focus on learning and teaching; they enlist teacher support by distributing responsibilities to teachers with the expectation that they will function as teacher leaders. King noted that instructional leaders share decision-making with teachers regarding teaching and learning activities.
Method
The study
Survey research methods were used to identify principals’ perceptions of their instructional leadership roles with respect to collaboration, distributive leadership, and enhancing professional development. Three open-ended questions were designed based upon findings in the literature review as follows:
- What strategies do you employ to professionally motivate teachers you supervise?
- What strategies do you employ to encourage teachers to become teacher leaders?
- What training experiences have you had or you feel you need in developing positive relationships with teachers?
Sample
The survey questions were emailed to principals known to the researchers in the states of Washington and Texas. Eighty-four responded from Washington and 31 from Texas, comprising a sample of 118. Only three respondents were assistant principals; all others were principals. Fifty percent were elementary, 13% middle and 21% high school. Gender of the respondents was evenly split and 89% of the respondents were White.
Findings
The researchers used qualitative methodology to analyze the responses. Findings were grouped by question and responses categorized by the number of responses per category. At least 30% of the respondents per question were needed to identify a major category or theme. One principal’s response from each level (elementary, middle, or high school) was selected as representative. Each question with selected responses and discussion follow.
Research questions
Question 1. What strategies do you employ to professionally motivate the teachers you supervise?
One male principal from an elementary setting wrote:
I try to give written feedback once per month to each teacher. Unless I’m conducting the formal observation, I bring a laptop into the classroom, type my feedback into an email and send it just before leaving the classroom. Teachers have appreciated this and I feel it helps kick-start great conversations about instruction from the get-go. Teachers often respond to the emails and ask me to give them feedback in certain areas the next time I drop in.
A female high-school principal wrote:
I spend a lot of time in classrooms--have a user friendly office–engage in many conversations--encourage and provide means for teachers to attend conference and workshops, and exercise a team approach to doing school. I think it helps that I am also a teaching principal and our building is very collaborative–everyone’s voice counts.
A male middle school principal wrote:
A major emphasis of mine is to align the professional development opportunities we provide at the district and school level. We identify school-wide instruction and learning goals and use those to guide our professional development as well as individual goal-writing and supervision. I encourage my staff to utilize their contractual stipends in ways that are also aligned with our/their goals. Our district has a system of large and small group learning opportunities as well as 1:1 coaching. My professional development team uses the school instructional and learning goals to coordinate our professional development sessions and again maintain the alignment as much as possible.
The major themes permeating teacher motivation appear to be personal attention given to teachers. Communication through walk-throughs, email, and support for professional growth activities were mentioned by over 40% of the respondents. Building trusting relationships and use of collaboration in making instructional decisions supported distributive leadership literature and proponents of effective school culture (Barth, 2002; Northouse, 2007; Spillane, 2006).
Question 2: What strategies do you employ to encourage teachers to become teacher leaders?
One male middle school principal wrote:
I attempt to look for opportunities for my teachers to be involved. Traditionally, there has been limited opportunities for teachers to step into leadership roles but that is changing. We have a variety of representative groups in which teachers can participate (Team Facilitators, Literacy Steering, Culture, Site Council, etc.). We also have opportunities for teachers to become instructional coaches and participate in the professional development planning at the building level.
A male elementary principal wrote:
We have a large Learning Improvement team that has representation from all grade levels, classified staff, and parents. We also have our learning resource center and language specialists coordinators on the team as well. These people are selected by their grade level team. This group is tasked with developing vision and planning for our School Improvement Plan. I depend on our staff to be instructional in our planning and professional development. There are also various committees (Assessment, Protocol, Curriculum, Science, Math, and Safety committees) that are chaired by various staff members. I know that this business is becoming very challenging and we must work and act as a team. I count on staff to step up and take on leadership in their areas of skill and passion. I also realize that in order to lead, people must have the resources to activate successful plans.
A male high school principal wrote:
As a leader, I think you first have to be willing to “let go” of some of the leadership tasks that are generally considered to be part of the principal’s job. Second, it’s important to identify which teachers are not only able, but also are willing, to accept the responsibility to become a teacher leader. Like anything else, I treat it with baby steps. I try to let teachers go as far as they feel comfortable and then try to move them further the next time. I also expect them to have solutions to problems before they bring them to my attention (unless it’s an emergency). That way they are already thinking like leaders and often (usually) their ideas are better than mine anyway.
In general comments from principal respondents centered around three themes: Means and support for creating opportunities for teacher leadership, empowerment of teachers for leadership, and provision of shared leadership opportunities. Principal respondents noted that they looked for representative groups on campus where teachers could assume a leadership role in areas such as team facilitators, site council, or through committees (i.e., the curriculum committee). Some instructional coaches were able to participate in campus professional development training. Over 30% of the principals noted the importance of providing their support and assistance for teachers accepting leadership positions. It was noted that teachers both willing and able to assume leadership roles needed to be identified since all teachers may not wish added leadership responsibility.
Several principals noted that they must learn to think in different ways and allow teachers more freedom and support and recognition to encourage teacher leadership. These findings support the following authors Donaldson, Jr. (2007); Elmore (2002); King (2002); Starratt (2003); and Ubben, Hughes, and Norris (2007).
Question 3: What training experiences have you had or you feel you need in developing positive relationships with teachers?
One female middle school administrator wrote:
I have administrative certification for principal and superintendent, have a clear understanding of the classroom (having been a teacher), curriculum training to know and understand professional development, and goals and outcomes, extensive reading and study groups, CARING about teachers and LISTENING TO THEM.
Another female middle school principal wrote:
My role as a successful classroom teacher who developed positive relationships with my students was the best training I ever had. I recognize, however, that not all administrators were good teachers, and this may not apply across the board. Of course additional trainings have helped: My training as a mediator, my training with the Learning Network, and my schooling with the Danforth Program at the University of Washington come to mind.
One elementary male principal wrote the following concerning building positive relationships with teachers:
I don’t feel I have any specific training in this area. I think this is lacking in most of the professional preparation programs. However, most if not all of my professors have woven this into their curriculum… not always intentionally, but it certainly comes through. I think this topic warrants an entire class!
One male secondary principal wrote the following concerning building positive relationships with teachers:
Honestly, I’m not sure any formal trainings can help us “develop positive relations” with staff, other than those which educate us about the laws so we don’t accidentally do something either by negligence or whatever, that puts our teachers in a position to get into trouble. I think we need compassion and understanding and the ability to shelve our egos in order to truly listen to other’s needs, if we are to have positive relations. From what I’ve seen, people really are pleasantly surprised when we deliver on our promises in a timely way. Follow-up generates trust and relationships, but I’m not sure that’s real connected to the question at hand. I think the better question is what trainings are out there to help teachers forge pleasant, effective working relationships with one another. Even in great schools there seems to be a startling amount of conflict out there that can get in the way of forward progress.
One male elementary principal wrote:
I was a counselor for 9 years, so I utilize my experience and my training from Tarleton State University to work on relationships: Even with this, I am direct on issues that require me to be direct when it involves student success.
One secondary male wrote:
I have had no training or relationship building. Just remember what it is like to be a teacher and be aware that others may not be as strong in some areas as you were.
Lastly, a secondary male wrote:
The primary training that I’ve had and still need to some extent is to find ways to allow teachers to become quality leaders on campus. It’s usually easier initially to make decisions by yourself, but the teachers often don’t support those fully. Finding ways to keep them involved not only improves morale, but usually improves your programs.
The majority (42%) of the responses clustered around the types of training (on-the-job training, formal coursework, and personal experience) when working with teachers. A number of principals listed the importance of teaching licenses and certifications held as their training for working with teachers. Others stated they cared about their teachers. About 20% noted that experience as a successful teacher was excellent training when working with teachers. Other formal training noted as helpful in working with teachers included counseling credentials, mediation training, and various curriculum oriented workshops. Many respondents noted the value of legal issues training. A number of respondents noted that they had no training in relationship building or in working with teachers in conflict. These respondents supported the importance of formal training in building teacher relationships and supports findings of DuFour (2002) and Sergiovanni (2006).
Conclusions
Leadership is the topic of vast literature and is a central concern for educators. With continuing socioeconomic changes across the nation there is a concern with different conditions under which schools are conducted and the impact diverse conditions have on the exercise and effectiveness of instructional leadership.
Results of this study may have implications for principal preparation. Building relationships, team building, collaboration, and communication skills still need to be directly taught, and reinforced through both professional development and professional preparation for today’s principals to enjoy successful instructional leadership. In addition, action research that describes how different effective learning communities and conflict resolution strategies are implemented in schools appears needed.
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