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Nebraska High School Principal Beliefs About Instructional Leadership

Galen Boldt, University of Nebraska - Lincoln


In Nebraska, the Department of Education (NDE) has implemented a Frameworks that describes the details of what principals should know and be able to do by identifying eight categories of expected duties, including those relating to the Principal as the Instructional Leader. This researcher sought to identify and better understand what Public High School Principals in Nebraska believe about their role as Instructional Leaders. The components of Instructional Leadership in the NDE Frameworks include: 1. promotes teaching practices based on sound instructional theory, 2. ensures that the instructional program is aligned with content standards, 3. uses student performance data from multiple assessments to evaluate the curriculum program, 4. uses student performance data from multiple assessments to evaluate the instructional program, and 5. holds staff accountable for the growth of student achievement across the curriculum. This researcher created a survey instrument that was distributed to all Public High School Principals to identify what they believed about the importance of each of the five components as well as self-assessing their own effectiveness in administering them. In addition, each participant was also asked to assess the effectiveness of their Graduate Training, Professional Development experiences, and feedback received from their immediate supervisor in their development as an Instructional Leader. The findings of this Quantitative Survey Study revealed that respondents believed that the importance and effectiveness of their administrative skills and educational preparation in promoting effective teaching practices based on sound instructional theory has been well established. Other findings identified a lower level of confidence in the ability of the respondents to use multiple assessments in evaluating curriculum and instructional program. Similar findings related to educational preparation included Graduate Preparations, Professional Development, and Immediate Supervisor Feedback. Recommendations from the study stated the need to collaborate with Graduate Programs, Professional Organizations, Educational Service Units, and other Regulatory Agencies to enhance programs that support the development of principals to be more effective in their roles as Instructional Leaders.

Subject Area

Educational leadership|School administration

Recommended Citation

Boldt, Galen, "Nebraska High School Principal Beliefs About Instructional Leadership" (2016). ETD collection for University of Nebraska-Lincoln. AAI10090314.