Abstract
Recognizing a global focus on principals to be proficient instructional leaders while meeting the demands of multiple responsibilities, this study seeks to investigate the perception of importance of research-based instructional leadership behavior functions through a triangulated lens of teacher candidates, teachers, and principals. This study aims to empirically investigate the level of perceived importance of job-related functions of the school principal by asking teacher candidates, teachers, and principals to appraise responsibilities of instructional leaders on a modified version of the Principal Instructional Management Rating Scale (PIMRS). Participants were 75 principals, 336 in-service teachers in South Dakota and Nebraska and 94 teacher candidates at six universities across South Dakota and Nebraska. The data reported in this article demonstrate that respondents consistently rated the behavior functions as important, but differed in their perceptions of importance. The data also imply a rank of importance that could be utilized as a priority list for a school principal.
Recommended Citation
Schwan, Anna
(2020)
"Trilateral Perceptions of the Importance of Instructional Leadership Behaviors,"
Mid-Western Educational Researcher: Vol. 32:
Iss.
2, Article 6.
Available at:
https://scholarworks.bgsu.edu/mwer/vol32/iss2/6
