Date of Award
Spring 5-22-2021
Degree Type
Thesis
Degree Name
Master of Science (MS)
Department
Teaching and Leadership
Advisor(s)
George Theoharis
Keywords
Argentina, instructional leadership, school administrators, school leadership, transformational leadership
Subject Categories
Education | Educational Administration and Supervision | Educational Leadership
Abstract
Principals’ influence on teachers’ practices is the second factor, after classroom instruction, that most impact student learning and success. In Argentina state schools serve 70% of the students, therefore, state school leaders play a key role in the K-12 education of the country. The present study explored the experiences of six Argentinian state school administrators (principals and assistant principals) about their role in working with teachers. This qualitative study examined the following question: How do Argentinian state school administrators experience their role in working with and leading teachers? A qualitative, phenomenological research approach and two of the most prominent educational leadership models in the field – Instructional Leadership and Transformational Leadership guided the research methods. The experiences of six state school administrators from different provinces in Argentina were collected through semi-structured interviews. Three main findings were drawn: a) participants were struggling to enact instructional leadership, b) there were factors affecting and limiting their performance, and c) they were using specific instructional and transformational leadership strategies to deal with the challenges they identified. Finally, implications for administrator preparation, education policy, and future research are made at the close of this paper.
Access
Open Access
Recommended Citation
Camargo, Eliana Belén, "A Qualitative Study Exploring State School Leaders' Work With Teachers In Argentina" (2021). Theses - ALL. 474.
https://surface.syr.edu/thesis/474
