The problem addressed in this project study was that K-12 school principals in international schools located in the Middle East were inconsistently implementing instructional leadership practices to support teachers who teach English language learners (ELLs). The purpose of this study was to understand how K-12 school principals were implementing instructional leadership practices to support teachers who teach ELLs. The research question involved instructional leadership practices K-12 school principals implement in international schools in the Middle East to support teachers who teach ELL. The conceptual framework was the instructional leadership theory of Murphey, Hallinger, Weil, and Mitman. For this basic qualitative research design, 15 K-12 school principals were purposively selected. Data were collected via interviews and analyzed using thematic analysis. K-12 school principals need professional development (PD) on how to support teachers who teach ELL learners and how to focus on helping ELL learners reach their highest potential. The project is a 3-day PD for K-12 school principals and the PD content includes strategies to help K-12 school principals with ways to support teachers who teach ELL learners. The implications for positive social change include strategies for K-12 school principals to better implement instructional leadership practices to support teachers of ELL to help students graduate from school.
|Commitee:||Collins, Jerry, Dutrow, Anita|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 82/4(E), Dissertation Abstracts International|
|Subjects:||Educational administration, Educational leadership|
|Keywords:||Administrator, ELL students, English Language Learners, Instructional Leadership practice, Principal, Teachers|
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