Exploring Instructional Leadership in Iran: A Mixed Methods Study of High- and Low-Performing Principals

Autor/inn/en	Hallinger, Philip; Hosseingholizadeh, Rezvan
Titel	Exploring Instructional Leadership in Iran: A Mixed Methods Study of High- and Low-Performing Principals
Quelle	In: Educational Management Administration & Leadership, 48 (2020) 4, S.595-616 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hallinger, Philip) ORCID (Hosseingholizadeh, Rezvan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143219836684
Schlagwörter	Foreign Countries; Instructional Leadership; Elementary Schools; Elementary School Teachers; Leadership Styles; Teacher Attitudes; Administrator Attitudes; Administrator Role; Collegiality; Work Environment; Progress Monitoring; Educational Quality; Institutional Mission; Cooperative Planning; Participative Decision Making; Educational Environment; Iran + Suchen Sie Ihr Suchwort? Ausland; Instruction; Leadership; Bildung; Erziehung; Führung; Elementary school; Grundschule; Volksschule; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Führungsstil; Lehrerverhalten; Kollegialität; Arbeitsmilieu; Quality of education; Bildungsqualität; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	The purpose of this study is to understand and describe patterns of principal instructional leadership practice in Iranian primary schools and to then assess whether there are differences between the high- and low-rated principals. A mixed methods design was used to collect both qualitative and quantitative data from principals and teachers within Iranian primary schools. The quantitative data were collected and analyzed from 535 teachers and 70 principals across the 70 primary schools. Next, we used ratings on the Principal Instructional Management Rating Scale to identify four of the highest and lowest performing principals. We then conducted open-ended interviews with teachers and principals in these schools. The key findings showed that, despite working in a highly centralized context, the highly ranked principals in the sample were also differentiated from their lower ranked peers on specific instructional leadership practices. They appeared to give more emphasis to their role in developing the quality of teaching and learning and monitoring student progress. In this setting, ensuring a collegial and collaborative environment for teachers is commonly articulated by the successful principals in our study as an important aspect of instructional leadership. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01