ABSTRACT

Instructional leadership was recognized as a pivotal function of principals who achieve promising school improvement outcomes. Thisstudy explored the role identity of instructional leaders, looking for the four components of role identity: ontological and epistemological beliefs, purpose and goals, self-perceptions and self-definitions, and perceived action possibilities. Study participants were 37 Israeli principals. Qualitative data were collected through semi-structured interviews. Data analysis included a two-step coding process. Findings indicated that the role identity of instructional leaders consists of two main elements – attribution of importance and sense of competence, related to two areas – instruction and instructional leadership.

摘要

教学领导被认为是校长的一项关键职能，他们取得了可喜的学校改进成果。本研究探讨了教学领导者的角色认同，寻找角色认同的四个组成部分：本体论和认识论信念、目的和目标、自我认知和自我定义以及感知的行动可能性。研究参与者是 37 名以色列校长。通过半结构化访谈收集定性数据。数据分析包括两步编码过程。研究结果表明，教学领导者的角色认同包括两个主要要素——重要性归属和能力感，与教学和教学领导两个领域相关。.