Female Principals Leading in 21st Century Urban Schools: Instructional Leadership, Supervision and Evaluation in the Era of Accountability

Lavetta Henderson, Sheila D. Moore



This study examined the leadership practices of female principals in a 21st century urban school district.  The purpose of this study was to describe the present status of instructional leadership, teacher supervision and evaluation in the era of No Child Left Behind (NCLB) as experienced by ten female school principals in a Florida school district.  The study compared the findings from the literature in the areas of instructional leadership, supervision and evaluation.  The literature cited focused on the ways that female principals enacted the role of an instructional leader when supervising and evaluating teachers.

The study took the form of a case study in order to provide a detailed description of the leadership practices of female principles in a single school district in the state of Florida.  Interview questions were constructed based on the research question.  Each interview was transcribed and content analysis was employed to identify commonalities in the data.  Common themes were identified for the research question based on the responses of the principals.

The study revealed profound consistency between the information cited in the literature and the information reported by the ten principals in the areas of instructional leadership, supervision and evaluation.  The study also revealed the potential conflicts between the beliefs of the principals and the NCLB legislation and the effects of NCLB on the practices of the principals.



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