Perceptions of Israeli School Principals Regarding the Knowledge Needed for Instructional Leadership

Autor/in	Shaked, Haim
Titel	Perceptions of Israeli School Principals Regarding the Knowledge Needed for Instructional Leadership
Quelle	In: Educational Management Administration & Leadership, 51 (2023) 3, S.655-672 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shaked, Haim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/17411432211006092
Schlagwörter	Instructional Leadership; Principals; Administrator Attitudes; Knowledge Level; Gender Differences; Employment Level; Age Differences; Educational Attainment; Foreign Countries; Pedagogical Content Knowledge; Curriculum; Student Characteristics; Educational Environment; Educational Objectives; Israel + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter; Wissensbasis; Geschlechterkonflikt; Beschäftigungsgrad; Age; Difference; Age difference; Altersunterschied; Bildungsabschluss; Bildungsgut; Ausland; Pädagogische Kompetenz; Curricula; Lehrplan; Rahmenplan; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational objective; Bildungsziel; Erziehungsziel
Abstract	Instructional leadership concerns the ongoing deep involvement of school principals in direct efforts to improve learning and achievement for all students. The goal of this study was to explore principals' perceptions regarding the knowledge required for instructional leadership. Study participants were 38 Israeli school principals, representing the population of Israeli principals in terms of sex, age, seniority, academic degree and school level. Data were collected through semi-structured interviews. Data analysis classified the statements of the study participants according to Shulman's seven categories of knowledge needed for effective teaching. The findings suggested that "General Pedagogical Knowledge" plays a key role in instructional leadership, while somewhat reducing the importance of "Leadership Content Knowledge." Implications and further research of this study are discussed. (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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01