Abstract
Purpose. The purpose of this study was to investigate the instructional leadership of superintendent-principals in elementary schools by determining how frequently they engage in activities with teachers to improve instruction when compared to elementary school principals who do not assume the dual role of superintendent and principal. Further, this study was designed to determine and compare how frequently superintendent-principals and principals engage with teachers in tasks that are designed to improve instruction by specifically examining the frequency they engage in the 11 strategies identified by Blase and Blase (1999) as the manner instructional leadership is provided by principals. Methodology. This study utilized a quantitative research design with 91 superintendent-principals and 85 principals in K-8 schools in California. A survey, based on the Reflection-Growth (RG) Model developed by Blase and Blase (1999), was given to both samples who were asked to provide demographic information and to rate the frequency they engaged in 11 strategies shown by Blase and Blase to be used by effective principals. Findings. The data obtained indicated similar years of teaching experience and gender composition in the two samples, although they differed on five of the seven other demographic variables measured. Superintendent-principals and principals did not vary in the frequency they reported engaging in nine of the 11 strategies identified by Blase and Blase. The samples differed in the frequencies reported engaging in two of the 11 strategies. Conclusions. This study shows that even with the additional duties of superintendent, the superintendent-principals spent about as much time as principals engaged in the 11 strategies to improve instruction as identified by the Blase and Blase (1999) RG Model, and further, the study provides validation for that model. Recommendations. Further study is recommended to examine the quality versus frequency of the interactions superintendent-principals have with teachers. Indirect effects on student achievement, if any, of superintendent-principals' instructional leadership should also be studied. Further research is advised to identify the work load, work habits and organizational strategies of superintendent-principals to determine how they get their work done while still engaging teachers as instructional leaders.