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A Qualitative Study of Instructional Leadership Practices in Egyptian Public Schools
This qualitative study investigates the experiences of public-school principals with instructional leadership and the barriers to the effective use of instructional leadership. Scholars found that school leaders who lead successful schools are instructional leaders. Instructional leadership is a lea...
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| Format: | Thesis |
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AUC Knowledge Fountain
2023
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| _version_ | 1867613422943731712 |
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| access_status_str | Open Access |
| author | Aly, jaida M |
| author_browse | Aly, jaida M |
| author_facet | Aly, jaida M |
| author_sort | Aly, jaida M |
| collection | Thesis |
| description | This qualitative study investigates the experiences of public-school principals with instructional leadership and the barriers to the effective use of instructional leadership. Scholars found that school leaders who lead successful schools are instructional leaders. Instructional leadership is a learning-centric leadership model that strongly impacts learning. Instructional leaders engage in the process of teaching and learning to ensure the best quality education is offered to students. As studies shed light on the importance of instructional leadership for the effectiveness of the school, it is essential to understand the perception of school principals on instructional leadership. To gain an in-depth understanding of the experiences of school principals with instructional leadership, six public school principals selected through purposive sampling were interviewed in this study. Semi-structured interview questions were developed using the Principals' Instructional Management Rating Scale (PIMRS). Six themes emerged from data analysis: limited autonomy, unenforced accountability, insufficient preparation for the position, principals acting as inspectors, and no basis for teachers’ development programs. The six themes indicated that school principals have no experience with instructional leadership and that the rules and regulations set by the Ministry of Education prevent school principals from acting as instructional leaders. Additionally, insufficient preparation for the position limits the ability of school principals to lead learning. |
| format | Thesis |
| id | oai:fount.aucegypt.edu:etds-3176 |
| institution | American University in Cairo (Egypt) |
| last_indexed | 2026-06-10T12:35:54.296Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from AUC Knowledge Fountain — bepress |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| publisher | AUC Knowledge Fountain |
| publisherStr | AUC Knowledge Fountain |
| record_format | dspace |
| source_str | AUC Knowledge Fountain — bepress |
| spelling | oai:fount.aucegypt.edu:etds-3176 A Qualitative Study of Instructional Leadership Practices in Egyptian Public Schools Aly, jaida M This qualitative study investigates the experiences of public-school principals with instructional leadership and the barriers to the effective use of instructional leadership. Scholars found that school leaders who lead successful schools are instructional leaders. Instructional leadership is a learning-centric leadership model that strongly impacts learning. Instructional leaders engage in the process of teaching and learning to ensure the best quality education is offered to students. As studies shed light on the importance of instructional leadership for the effectiveness of the school, it is essential to understand the perception of school principals on instructional leadership. To gain an in-depth understanding of the experiences of school principals with instructional leadership, six public school principals selected through purposive sampling were interviewed in this study. Semi-structured interview questions were developed using the Principals' Instructional Management Rating Scale (PIMRS). Six themes emerged from data analysis: limited autonomy, unenforced accountability, insufficient preparation for the position, principals acting as inspectors, and no basis for teachers’ development programs. The six themes indicated that school principals have no experience with instructional leadership and that the rules and regulations set by the Ministry of Education prevent school principals from acting as instructional leaders. Additionally, insufficient preparation for the position limits the ability of school principals to lead learning. 2023-06-21T07:00:00Z thesis application/pdf https://fount.aucegypt.edu/etds/2137 https://fount.aucegypt.edu/context/etds/article/3176/viewcontent/auto_convert.pdf Theses and Dissertations AUC Knowledge Fountain Instructional leadership in Egyptian public schools Education Educational Leadership |
| spellingShingle | Instructional leadership in Egyptian public schools Education Educational Leadership Aly, jaida M A Qualitative Study of Instructional Leadership Practices in Egyptian Public Schools |
| title | A Qualitative Study of Instructional Leadership Practices in Egyptian Public Schools |
| title_full | A Qualitative Study of Instructional Leadership Practices in Egyptian Public Schools |
| title_fullStr | A Qualitative Study of Instructional Leadership Practices in Egyptian Public Schools |
| title_full_unstemmed | A Qualitative Study of Instructional Leadership Practices in Egyptian Public Schools |
| title_short | A Qualitative Study of Instructional Leadership Practices in Egyptian Public Schools |
| title_sort | qualitative study of instructional leadership practices in egyptian public schools |
| topic | Instructional leadership in Egyptian public schools Education Educational Leadership |
| url | https://fount.aucegypt.edu/etds/2137 https://fount.aucegypt.edu/context/etds/article/3176/viewcontent/auto_convert.pdf |
| work_keys_str_mv | AT alyjaidam aqualitativestudyofinstructionalleadershippracticesinegyptianpublicschools AT alyjaidam qualitativestudyofinstructionalleadershippracticesinegyptianpublicschools |