Leadership and Writing: How Principals' Knowledge, Beliefs, and Interventions Affect Writing Instruction in Elementary and Secondary Schools

Abstract

Purpose: This study explored the perceptions of teachers regarding principal support for and understanding of effective writing instruction and whether certain areas of knowledge influence principals' actions and interventions. Research Design: Researchers surveyed teacher participants using the Principal's Support for Writing Instrument and also asked whether their principal was trained in writing as a process. The sample (N = 169) included elementary and secondary rural, urban, and suburban teachers. Findings: An exploratory principle-axis factor analysis with a promax rotation was conducted to determine the underlying structure of the 13 survey items. Results of the factor analysis yielded a two-factor correlated solution. The first factor accounted for 55.79% of the variance and the second for 6.94%. The two-factor correlated structure was confirmed using structural equation modeling. Most fit statistics were observed to be good. Using the subscales as observed variables, a path analysis was conducted using the theoretical latent variables generated in the confirmatory factor analysis to explore the potential causal relationship. The effect of Belief on Intervention was .72. Knowledge explained approximately 57% of the variance of Intervention. Conclusions: There is clear indication that principals who have strong knowledge of and belief in effective writing practices act in ways that help teachers do their best work. Those high in knowledge and belief were likewise high in quality actions and interventions. These results hold promise for school leaders and those shaping preservice and professional development opportunities for current and future practitioners.

Changing How Writing Is Taught

“…However, instead of learning how to implement the constructed vision in a classroom (although such knowledge would be advantageous), they need to learn how to successfully shepherd it through a school or district, respectively. To illustrate, principals who have strong knowledge and beliefs about effective writing practices act in ways that help teachers do their best work (McGhee & Lew, 2007).…”

Rethinking Instructional Leadership, a Review

“…Goddard, Neumerski, Goddard, Salloum, and Berebitsky (2010) demonstrated teachers who perceived their principals as engaging in instructional and transformational behaviors were more likely to differentiate instruction. McGhee and Lew (2007) noted that principals with strong knowledge of and belief in effective writing practices helped teachers with their writing instruction. Youngs (2007) showed some principals promote instructional growth in new teachers.…”

School leadership and whole-school support of struggling literacy learners in secondary schools

“…The task of developing a whole-school approach to promote literacy development for all is no small undertaking as it requires considerable engagement, effort, and professionalism from all relevant stakeholders, including school leaders and teachers. Applying a whole-school vision to effectively support struggling literacy learners in secondary schools requires a combination of philosophy, knowledge, and action (McGhee and Lew, 2007). School leaders and teachers need knowledge about literacy related skills and evidence-based practices to support literacy instruction and development.…”