Abstract
This study focused on an alternative administrative structure which was implemented in two Walnut Valley Unified School District high schools to increase instructional leadership by downsizing the organization's administration and empowering teachers to improve the quality of learning. Specifically, the perceptions of teachers who worked in an alternative administrative structure were compared with the perceptions of teachers who worked in a traditional administrative structure on the instructional leadership they received in their schools. This study also analyzed the perceptions of the teachers grouped by departments and the number of years in teaching. The study examined instructional leadership by measuring four criteria. These were: (1) teacher assistance and feedback; (2) assistance through conferences, observations, and evaluation; (3) assistance in classroom management; and (4) assistance in instructional techniques, strategies, and outcomes. The researcher used causal-comparative or ex post facto research designs. Data were collected from 283 teachers by means of a questionnaire. Of the 283 teachers, 154 worked in a traditional administrative structure in two Southern California high schools and the other 129 worked in two Walnut Valley high schools with alternative administrative structures. A response rate of over 80% in the traditional administrative structure schools and over 88% in the alternative administrative structure schools was achieved. The responses were analyzed using the Kolmogorov-Smirnov 2-tailed test. Teachers who worked in an alternative administrative structure had a significantly higher perception of the instructional leadership at their schools than did teachers who worked in a traditional administrative structure. Significant differences at the.05 level were found in all four of the instructional leadership criteria. In comparing the data between the schools with an alternative administrative structure and schools with a traditional administrative structure, the variables of years in teaching or department of study did not make a difference. Also, when only analyzing the responses of teachers who worked in an alternative administrative structure, there were no significant differences in their perceptions regardless of the department in which they teach or the number of years in the profession. Generally, they perceived a great deal of instructional leadership evident in their schools. The results of this study established that schools which empower teachers to be instructional leaders through alternative administrative structures make a positive difference in the way educators feel about their ability to help children learn and succeed. It is recommended that schools exploring new designs for their organizations should: (1) transform the school structure by venturing beyond the traditional boundaries and developing new ways of thinking; (2) transform the role of the principal into a leader of leaders by shared decision making and teacher involvement; and (3) transform the role of teachers into instructional leaders by utilizing them in coordinating and monitoring curriculum and instruction.