Skip to main content
SpringerLink
Log in

Elementary School Principals Supporting the Professional Capacity of Teachers

  • Chapter
  • First Online:
Quandaries of School Leadership

  • 627 Accesses

Abstract

This chapter presents the voices of elementary school principals as they reflected on their role as leaders in supporting teachers’ professional growth. Another critical aspect that the principals reflected on was encouraging teachers in their professional capacity within the accountability movement of recent years. The chapter provides a discussion of these important issues using Standard 6: Professional Capacity of School Personnel from the Professional Standards for Educational Leaders 2015.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Ballard, K., & Bates, A. (2008). Making a connection between student achievement, teacher accountability, and quality classroom instruction. The Qualitative Report, 13(4), 953–975.

    Google Scholar 

  • Brewer, D. J. (1993). Principals and student outcomes. Economics and Education Review, 12(4), 281–292.

    Article  Google Scholar 

  • Bryk, A. S., Sebring, B., Allensoworth, E., Luppescu, S., & Easton, J. Q. (2010). Organizing schools for improvement lessons from Chicago. Chicago: University of Chicago Press.

    Google Scholar 

  • Combs, A. W., Miser, A. B., & Whitaker, K. S. (1999). On becoming a school leader: A person-centered challenge. Alexandria: Association for Supervision and Curriculum Development.

    Google Scholar 

  • Cornell, D. G., & Mayer, M. J. (2010). Why do school order and safety matter? Educational Researcher, 39(1), 7–15.

    Article  Google Scholar 

  • Finnigan, K. S. (2010). Principal leadership and teacher motivation under high-stakes accountability policy. Leadership and Policy in Schools, 9(2), 161–189.

    Article  Google Scholar 

  • Garza, E. (2004). Social justice is an attitude. Journal of School Leadership, 14(5), 578–584.

    Google Scholar 

  • Gaziel, H. (2007). Re-examining the relationship between principal’s instructional/educational leadership and student achievement. Journal of Social Science, 15(1), 17–24.

    Google Scholar 

  • Goddard, Y. L., Goddard, R. D., & Tschannen-Moran, M. (2007). A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools. Teachers College Record, 109(4), 887–896.

    Google Scholar 

  • Hallinger, P., & Heck, R. (1996). Reassessing the principal’s role in school effectiveness: A review of empirical research, 1980–1995. Educational Administration Quarterly, 32(1), 5–44.

    Article  Google Scholar 

  • Hattie, J. A. C. (2009). Visible learning: A synthesis of meta-analyses relating to achievement. New York: Routledge.

    Google Scholar 

  • Hanson, E. M. (2003). Educational administration and organizational behavior (5th ed.). Boston: Allyn and Bacon.

    Google Scholar 

  • Hoachlander, G., Alt, M., & Beltrana, R. (2001). Leading school improvement: What research says. Atlanta: Southern Regional Education Board.

    Google Scholar 

  • Johnson, J. P., Livingston, M., Schwartz, R. A., & Slate, J. R. (2000). What makes a good elementary school? A critical examination. Journal of Educational Research, 93(6), 339–348.

    Article  Google Scholar 

  • Konstantopoulos, S. (2014). Teacher effects, value-added models, and accountability. Teachers College Record, 116(1), 21.

    Google Scholar 

  • Leithwood, K. A., & Riehl, C. (2005). What do we already know about educational leadership. In W. A. Firestone & C. Riehl (Eds.), A new agenda for research in educational leadership (pp. 12–27). New York: Teachers College Press.

    Google Scholar 

  • Leithwood, K. A., Patten, S., & Jantzi, D. (2010). Testing a conception of how school leadership influences student learning. Educational Administration Quarterly, 46(5), 671–706.

    Article  Google Scholar 

  • López, G. R., González, M. L., & Fierro, E. (2010). Educational leadership along the U. S-Mexico border: Crossing borders/embracing hybridity/building bridges. In C. Marshall & M. Oliva (Eds.), Leadership for social justice (2nd ed., pp. 100–119). New York: Pearson Education Inc.

    Google Scholar 

  • National Policy Board for Educational Administration. (2015). Professional standards for educational leaders 2015. Reston: Author.

    Google Scholar 

  • Nichols, S. L., & Berliner, D. C. (2007). Collateral damage: How high-stakes testing corrupts America’s schools. Cambridge, MA: Harvard Education Press.

    Google Scholar 

  • Nye, B., Konstantopoulos, S., & Hedges, L. V. (2004). How large are teacher effects? Educational Evaluation and Policy Analysis, 26(3), 237–257.

    Article  Google Scholar 

  • Ovando, M. N., & Cavazos, M. (2004). Principals’ instructional leadership in successful Hispanic majority high schools. Scholar-Practitioner Quarterly, 2(3), 7–24.

    Google Scholar 

  • Reyes, P., & Wagstaff, L. (2005). How does leadership promote successful teaching and learning for diverse students? In W. A. Firestone & C. Riehl (Eds.), A new agenda for research in educational leadership (pp. 101–118). New York: Teachers College Press.

    Google Scholar 

  • Riley, K. A. (2013). Walking the leadership tightropes: Building community cohesiveness and social capital in schools in highly disadvantaged urban communities. British Educational Research Journal, 39(2), 266–286.

    Google Scholar 

  • Rodríguez, G. M., & Fabionar, J. O. (2010). The impact of poverty on students and schools: Exploring the social justice leadership implications. In C. Marshall & M. Oliva (Eds.), Leadership for social justice: Making revolutions in education (2nd ed., pp. 57–73). Boston: Allyn & Bacon.

    Google Scholar 

  • Scheruich, J. J., & Skrla, L. (2003). Leadership for equity and excellence: Creating high-achievement classrooms, schools, and districts. Thousand Oaks: Corwin Press, Inc.

    Google Scholar 

  • Sebastian, J., & Allensworth, E. (2012). The influence of principal leadership on classroom instruction and student learning: A study of mediated pathways to leadership. Educational Administration Quarterly, 48(4), 626–662.

    Article  Google Scholar 

  • Spring, J. (2010). American education (14th ed.). New York: McGraw Hill.

    Google Scholar 

  • Spring, J. (2011). The politics of American education. New York: Routledge.

    Google Scholar 

  • Theoharis, G. (2007). Social justice educational leaders and resistance: Toward a theory of social justice leadership. Educational Administration Quarterly, 43(2), 228–251.

    Article  Google Scholar 

  • Theoharis, G. (2009). The school leaders our children deserve: Seven keys to equity, social justice, and school reform. New York: Teachers College.

    Google Scholar 

  • Tschannen-Moran, M. (2009). Fostering teacher professionalism in schools: The role of leadership orientation and trust. Educational Administration Quarterly, 45(2), 217–247.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Harlandale Independent School District, San Antonio, TX, USA

    Jennifer Zavala

  2. San Antonio Independent School District, San Antonio, TX, USA

    Venus Valenta

Authors
  1. Jennifer Zavala
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Venus Valenta
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Stetson University, Celebration, USA

    Debra J. Touchton

  2. University of Texas at San Antonio, San Antonio, USA

    Mariela A. Rodríguez

  3. Educational Leadership and Administration, New Mexico State University, Las Cruces, New Mexico, USA

    Gary Ivory

  4. Washington State University Tri-Cities, Richland, Washington, USA

    Michele Acker-Hocevar

Rights and permissions

Reprints and permissions

Copyright information

© 2018 The Author(s)

About this chapter

Cite this chapter

Zavala, J., Valenta, V. (2018). Elementary School Principals Supporting the Professional Capacity of Teachers. In: Touchton, D., Rodríguez, M., Ivory, G., Acker-Hocevar, M. (eds) Quandaries of School Leadership. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-59120-9_9

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-59120-9_9

  • Published:

  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-319-59119-3

  • Online ISBN: 978-3-319-59120-9

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation