Abstract
Purpose. The purpose of this study was to describe principal and teacher perceptions of behaviors and strategies used by high school principals to build leadership capacity among staff in six focus areas defined by researcher Linda Lambert. The six areas were: (1) broad-based participation in the work of leadership; (2) skillful participation in the work of leadership; (3) inquiry-based use of information to inform shared decision and practice; (4) roles and responsibilities that reflect broad involvement and collaboration; (5) reflective practice/innovation as the norm; and (6) emphasis on high student achievement. Methodology. The research design used in this study was descriptive case study of five high schools involved in the cycle of inquiry for purposes of student learning and development of best practices for the high school. Principals and teacher leaders from the selected schools were interviewed using an interview guide that incorporated concepts from two survey instruments developed by Linda Lambert. Data were displayed in table and narrative format. Findings. Principals build teacher leadership capacity by utilizing the following essential behaviors and strategies: (1) establish communication and collaboration as the norms in the school culture; (2) emphasize continuous learning as the "way we do business" at the school; (3) create learning cycle processes and structures as norms in the school; (4) communicate confidence in others to lead; (5) become an expert in managing change; and (6) keep student success as the "bottom line" for all efforts in the school. Implications. Principal as architect for teacher leadership capacity building should plan and sustain processes and structures that support the school in developing as a learning organization. The principal should develop persistent and effective skills in empowering others and communicating the vision of the school. Principals should provide structures that allow teachers to practice the cycle of inquiry process. This should be facilitated by providing teachers with time within the school structure to participate on teaching and learning teams. Principals should provide teacher leaders with the continual focus of increasing student success as the purpose for all reform efforts.