Abstract
Problem and methodology. Instructional leadership is one of the most frequently discussed issues in public education today. Effective schools research says little about the superintendent's role in instructional leadership. The purpose of this study was to examine the value of specific superintendent leadership behaviors in promoting the instructional leadership of principals. Surveys consisting of thirty superintendent instructional leadership behaviors were disseminated to eighty-three superintendents and two hundred forty-nine principals. Participants identified the behaviors which they valued the most in promoting the instructional leadership of principals. They also rated superintendents' implementation of the behaviors. Data were analyzed by means of Two Way Analysis of Variance and Chi Square. Moderating variables of gender, district size and total years of experience in the superintendency or principalship were considered. Findings. (1) Superintendents and principals clearly value the "Inspiring a Shared Vision" and "Enabling Others to Act" leadership categories. Principals more highly value "Encouraging the Heart" behaviors than do superintendents. (2) Superintendents and principals agree that the most valued behavior across all five leadership categories is "expresses confidence in principals". (3) Superintendents consistently rate their implementation of leadership behaviors at a higher level than principals rate them. (4) Significant differences were found when implementation data were analyzed according to district size. (5) Significant differences were found when valuing data were analyzed according to experience in the superintendency or principalship. Conclusions. (1) Principals value superintendents' clearly defining and articulating district visions which focus upon improved student learning and expectations of excellence. (2) Superintendents and principals don't agree upon the value of superintendent leadership behaviors in promoting the instructional leadership of principals. (3) Superintendents are most likely to implement those behaviors which they personally value. Instructional leadership of principals could be more effectively promoted if superintendents implemented those behaviors valued by principals. Recommendations. (1) In today's resource-starved environment, there is a need for increased communication between superintendents and principals regarding instructional leadership. The districts' vision of instructional leadership could be developed through this communication process. Superintendents should ask principals which behaviors they value and integrate the specific support strategies into their day-to-day activities. (2) California's professional organizations should encourage and provide collateral training for superintendents and principals in the pedagogy and application of instructional leadership behaviors.