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.
Duncan, Travis W.
"The Influence of Principal Leadership on Literate Practices and Instruction in a Middle School,"
Journal of Educational Leadership in Action: Vol. 6:
3, Article 6.
Available at: https://digitalcommons.lindenwood.edu/ela/vol6/iss3/6
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