This qualitative study explored principals' leadership strategies and decision-making in literacy instruction. One-to-one interviews, a focus group, and a review of documents were the sources of data for the study. Themes emerging from the investigation were data-driven decision-making, asking essential questions, distributed leadership, modeling data use and literacy strategies, strategic communications, reflective leadership, focusing on instructional improvement and student achievement, structuring time to support literacy and use of data, and offering professional development opportunities. Findings from the study included principals not having an informed and consistent use of data instructional decision-making, and lacking training in literacy instruction. Recommendations for research include expanding the study to rural, charter, and private schools to ascertain principals' literacy instructional knowledge and data-driven decision-making that show high degrees of principal leadership across preK-12 schools.
|Advisor:||Holmes, Barbara D.|
|Commitee:||Hall, Chevelle, Johnson, Stephanie, Lee, Ivey|
|School Location:||United States -- Virginia|
|Source:||DAI-A 75/11(E), Dissertation Abstracts International|
|Keywords:||Data-driven, Decision-making, Leadership, Literacy reform, Principal|
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