Purpose of the study . The purpose of this study was to develop an understanding of the relative impact of principal instructional leadership and principal transformational leadership on school culture. The method of analysis was quantitative with survey data being used to determine (a) if any correlational relationships exist between the subscales and factors of instructional leadership, transformational leadership, and school culture; (b) if any linear relationships exist between the subscales and factors of principal instructional leadership and school culture; (c) if any linear relationships exist between the factors of principal transformational leadership and school culture; and (d) which subscales and factors of transformational and instructional leadership have the greatest impact on each of the factors of school culture. Research procedures . Three survey instruments, the Staff Assessment Questionnaire, the Principal Leadership Questionnaire, and the School Culture Survey were used to collect quantitative data for analysis. A total of 1,236 teachers in 98 middle schools participating in Phase II of the National Study of Leadership in Middle Level Schools comprised the population of this study. Data from the three surveys were aggregated and analyzed using Pearson product-moment correlations and multiple regression equations to determine the relative impact of principal instructional and transformational leadership on school culture. Findings . The results of this study explicate the relative impact of principal instructional and transformational leadership on school culture. The results suggest that a combination of principal instructional and transformational leadership behaviors impact the school culture factors of collaborative leadership, teacher collaboration, professional development, and unity of purpose. The principal instructional leadership behaviors included resource provider, instructional resource, communicator, and visible presence. The principal transformational leadership behaviors included identifying and articulating a vision, fostering the acceptance of group goals, providing individualized support, and establishing high performance expectations. Only principal transformational leadership behaviors of fostering the acceptance of group goals, providing individualized support, and establishing high expectations impact the school culture factor of collegial support. In addition, only principal transformational leadership behaviors of identifying and articulating a vision, fostering the acceptance of group goals, and maintaining high performance expectations impact the school culture factor of learning partnership. This study's findings also revealed some unexpected predictive relationships between the factors of principal instructional and transformational leadership and school culture. According to the results of this study, the principal's visible presence as well as modeling behavior on the part of the principal are negatively related to some factors of school culture when considered in concert with other factors of principal instructional and transformational leadership.

Schools benefit from principals who can empower, motivate, and support stakeholders in providing high quality learning opportunities and accepting responsibility for improved academic results. Nurturing this sense of professional competence and accountability is difficult, often requiring fundamental changes to the learning culture of a school. A growing body of evidence underscores a significant and positive relationship between principal leadership and student learning and achievement. In-depth study of a principal's leadership, within the context of a highly challenged, high-performing elementary school helped to deepen the understanding of specific instructional and/or transformational behaviors and practices that instigated and sustained organizational change efforts where they were needed most. This qualitative study sought to understand how the principal of a high-achieving urban elementary school facilitated and managed fundamental changes in the schools learning culture. The study investigated one urban elementary school's efforts to implement a structured, school-wide educational reform focused on improving learning results for all students at the school. The researcher examined the reforms through case study methods, employing critical incidents interview techniques, individual and focus interviews, observations of key reform-focused meetings and activities, and analysis of various relevant artifacts. Focus groups with teachers, individual interviews with the principal and 12 additional stakeholders from across the school, observations, and document analysis comprised the main sources of data in this study. The researcher used constant comparative method to analyze the data gathered and determine emerging categories, themes, and patterns. Findings suggest how the principal of a now high-achieving urban elementary school reinvented her role as principal, instituted new norms of collaboration, ensured universally high expectations for all, and provided data-informed, job-embedded professional development, as means to overcome obstacles and improve student outcomes and achievement. Now more than ever, urban principals are challenged to understand and apply these key leadership behaviors and practices in order to build productive learning cultures for teachers and students at their schools.

This edited volume examines innovative ways of preparing, supervising, and evaluating principals and explores factors that promote effective leadership practices. Chapter authors consider how principals’ leadership practices affect teachers’ instruction, satisfaction, commitment, retention, and effectiveness, and present evidence that principals can influence key student outcomes as well. Covering topics such as school leaders’ use of time, their efforts to reduce implicit bias, how leadership practices are associated with teachers’ workplace attitudes, leadership and student achievement, and how school leaders can best be supported under new federal legislation, this volume is a “must read” for educational leadership and policy faculty, school and district administrators, and researchers committed to promoting effective principal leadership.

Principals navigate the dynamic complexities and subtleties of their schools every day. They promote, facilitate, and lead efforts to achieve both tangible and intangible results throughout the school community. They fulfill a role that includes counseling, budgeting, inspiring, teaching, learning, disciplining, evaluating, celebrating, consoling, and a million other critical functions. As the principalship has evolved and grown, so have the expectations of it. With that in mind, ASCD developed the Principal Leadership Development Framework (PLDF). The PLDF establishes a clear and concise definition of leadership and includes clear targets that support the ongoing growth and development of leaders. Using the Framework, principals will learn to capitalize on their leadership roles: * Principal as Visionary * Principal as Instructional Leader * Principal as Engager * Principal as Learner and Collaborator The PLDF also offers 17 criteria of effective practice that allow leaders to focus on behaviors that have the greatest direct effect on the culture and status of learning and teaching. Coupled with the PLDF are tools for self-reflection that help principals identify and strengthen their reflective habits. Whether you want to develop your own capacities or support the development of a group of principals, assistant principals, or aspiring principals, The Principal Influence can help channel your efforts in ways that promote successful teaching and student learning.

The 2000 schools era is enmeshed in a public discourse around improving student performance; with increasing scrutiny being applied to school results and the performance of teachers. Drawing on two decades of service as a primary school principal and coupling the findings of a study he instigated into teacher leadership and the principalship, Dr. Jake Madden tells how the principal can enhance student learning. Madden explains, through focused case studies in several schools, that effective schools have principals who are strong instructional leaders and work to harness the leadership capacities of their teachers. This is a book for school leaders who want insight into the capacities that come from engaging teachers in improving school performance.