Abstract

This case study uses Nicholls’s (1987) meta, macro, and micro levels of leadership merged with Dowell, Bickmore, and Hoewing (2012) and other literacy leadership research (Conley, 1989; Hall, Burns, & Edwards, 2011; Irvin, Meltzer, & Duke, 2007; Marks & Printy, 2003) to analyze the influence of a principal’s leadership on literacy instruction. The findings are similar to the integrated leadership approach emphasized in Marks and Printy (2003) but add additional evidence of cultural and human resource leadership. Strategies and structures that built culture around literate practices were evident. Teacher empowerment and building trust in school culture were important components.

Recommended Citation

Duncan, Travis W. (2020) "The Influence of Principal Leadership on Literate Practices and Instruction in a Middle School," Journal of Educational Leadership in Action: Vol. 6: Iss. 3, Article 6.
DOI: https://doi.org/10.62608/2164-1102.1017
Available at: https://digitalcommons.lindenwood.edu/ela/vol6/iss3/6

Comments

Dr. Travis W. Duncan completed his Doctorate of Education from the University of North Carolina at Chapel Hill in December of 2019. Dr. Duncan is an experienced educational leader currently in North Carolina. He has 16 years of experience in middle school education and leadership in both Florida and North Carolina at urban schools in multiple districts. He has raised proficiency rates at each school where he has worked, including a low performing school. Dr. Duncan has presented at the ICUE (International Conference on Urban Education in November 2018.