Perceptual inhibitors of instructional leadership in Israeli principals

References

• Alsobaie, M. F. 2015. “The Principal’s Relationship with Teacher and Development Literacy of Elementary School Students.” Journal of Education and Practice 6 (35): 149–155.
   Google Scholar
• BenDavid-Hadar, I. 2016. “School Finance Policy and Social Justice.” International Journal of Educational Development 46: 166–174. doi: 10.1016/j.ijedudev.2015.10.003
   Web of Science ®Google Scholar
• Biesta, G. 2009. “Good Education in an Age of Measurement: On the Need to Reconnect with the Question of Purpose in Education.” Educational Assessment, Evaluation and Accountability 21 (1): 33–46. doi: 10.1007/s11092-008-9064-9
   Web of Science ®Google Scholar
• Biesta, G. 2014. “Cultivating Humanity or Educating the Human? Two Options for Education in the Knowledge Age.” Asia Pacific Education Review 15 (1): 13–19. doi: 10.1007/s12564-013-9292-7
   Web of Science ®Google Scholar
• Biesta, G. 2016. Good Education in an Age of Measurement: Ethics, Politics, Democracy. New York: Routledge.
   Google Scholar
• Blase, J., and P. Kirby. 2009. Bringing Out the Best in Teachers: What Effective Principals Do. Thousand Oaks: Corwin.
   Google Scholar
• Brazer, S. D., and S. C. Bauer. 2013. “Preparing Instructional Leaders: A Model.” Educational Administration Quarterly 49 (4): 645–684. doi: 10.1177/0013161X13478977
   Web of Science ®Google Scholar
• Camburn, E., J. Spillane, and J. Sebastian. 2010. “Assessing the Utility of a Daily Log for Measuring Principal Leadership Practice.” Educational Administration Quarterly 46 (5): 707–737. doi: 10.1177/0013161X10377345
   Web of Science ®Google Scholar
• Capstones – The Israel Institute for School Leadership. 2008. Perception of the Principal’s Role in the State of Israel: Report by the Professional Committee to Formulate Policy Recommendations for the Ministry of Education. Jerusalem: Avney Rosha.
   Google Scholar
• Capstones – The Israel Institute for School Leadership. 2012. School Principals as Seen in the Data. http://avneyrosha.org.il/resourcecenter/library/Documents/%D7%9E%D7%A0%D7%94%D7%9C%D7%99%20%D7%91%D7%AA%D7%99%20%D7%A1%D7%A4%D7%A8%20%D7%91%D7%A8%D7%90%D7%99%20%D7%94%D7%A0%D7%AA%D7%95%D7%A0%D7%99%D7%9D.pdf.
   Google Scholar
• Clarke, S., and T. O’Donoghue. 2017. “Educational Leadership and Context: A Rendering of an Inseparable Relationship.” British Journal of Educational Studies 65 (2): 167–182. doi: 10.1080/00071005.2016.1199772
   Web of Science ®Google Scholar
• Creswell, J. W. 2014. Research Design: Qualitative, Quantitative and Mixed Methods Approaches. 4th ed. Thousand Oaks: Sage.
   Google Scholar
• Cuban, L. 1988. The Managerial Imperative and the Practice of Leadership in Schools. Albany: State University of New York Press.
   Google Scholar
• Glanz, J., H. Shaked, C. Rabinowitz, S. Shenhav, and R. Zaretsky. 2017. “Instructional Leadership Practices among Principals in Israeli and USA Jewish Schools.” International Journal of Educational Reform 26 (2): 132–153. doi: 10.1177/105678791702600203
   Google Scholar
• Glickman, C. D., S. P. Gordon, and J. M. Ross-Gordon. 2014. Supervision and Instructional Leadership: A Developmental Approach. 9th ed. London: Pearson.
   Google Scholar
• Goldring, E., J. A. Grissom, C. M. Neumerski, J. Murphy, R. Blissett, and A. Porter. 2015. Making Time for Instructional Leadership. http://www.wallacefoundation.org/knowledge-center/Pages/Making-Time-for-Instructional-Leadership.aspx.
   Google Scholar
• Goldring, E., J. Huff, H. May, and E. Camburn. 2008. “School Context and Individual Characteristics: What Influences Principal Practice?” Journal of Educational Administration 46 (3): 332–352. doi: 10.1108/09578230810869275
   Google Scholar
• Grissom, J. A., S. Loeb, and B. Master. 2013. “Effective Instructional Time Use for School Leaders: Longitudinal Evidence from Observations of Principals.” Educational Researcher 42 (8): 433–444. doi: 10.3102/0013189X13510020
   Web of Science ®Google Scholar
• Hallinger, P. 2011. “A Review of Three Decades of Doctoral Studies Using the Principal Instructional Management Rating Scale: A Lens on Methodological Progress in Educational Leadership.” Educational Administration Quarterly 47 (2): 271–306. doi: 10.1177/0013161X10383412
   Web of Science ®Google Scholar
• Hallinger, P. 2018. “Bringing Context out of the Shadows of Leadership.” Educational Management Administration and Leadership 46 (1): 5–24. doi: 10.1177/1741143216670652
   Web of Science ®Google Scholar
• Hallinger, P., and J. Murphy. 1985. “Assessing the Instructional Management Behavior of Principals.” The Elementary School Journal 86 (2): 217–247. doi: 10.1086/461445
   Web of Science ®Google Scholar
• Hallinger, P., and J. Murphy. 2013. “Running on Empty? Finding the Time and Capacity to Lead Learning.” NASSP Bulletin 97 (1): 5–21. doi: 10.1177/0192636512469288
   Google Scholar
• Hallinger, P., and W. C. Wang. 2015. Assessing Instructional Leadership with the Principal Instructional Management Rating Scale. Dordrecht: Springer.
   Google Scholar
• Hattie, J. 2009. Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. New York: Routledge.
   Google Scholar
• Heck, R. H., and P. Hallinger. 2010. “Collaborative Leadership Effects on School Improvement: Integrating Unidirectional- and Reciprocal-Effects Models.” The Elementary School Journal 111 (2): 226–252. doi: 10.1086/656299
   Web of Science ®Google Scholar
• Hord, S. 2009. “Professional Learning Communities.” Journal of Staff Development 30 (1): 40–43.
   Google Scholar
• Horng, E. L., D. Klasik, and S. Loeb. 2010. “Principal’s Time Use and School Effectiveness.” American Journal of Education 116 (4): 491–523. doi: 10.1086/653625
   Web of Science ®Google Scholar
• Israeli Central Bureau of Statistics. 2013. Statistical Abstract of Israel (No. 64). Jerusalem: Israeli Central Bureau of Statistics.
   Google Scholar
• Kaparou, M., and T. Bush. 2016. “Instructional Leadership in Greek and English Outstanding Schools.” International Journal of Educational Management 30 (6): 894–912.
   Web of Science ®Google Scholar
• Koelsch, L. E. 2013. “Reconceptualizing the Member Check Interview.” International Journal of Qualitative Methods 12 (1): 168–179. doi: 10.1177/160940691301200105
   Web of Science ®Google Scholar
• Lee, M., and P. Hallinger. 2012. “National Contexts Influencing Principals’ Time Use and Allocation: Economic Development, Societal Culture, and Educational System.” School Effectiveness and School Improvement 23 (4): 461–482. doi: 10.1080/09243453.2012.678862
   Web of Science ®Google Scholar
• Le Fevre, D. M., and V. M. J. Robinson. 2015. “The Interpersonal Challenges of Instructional Leadership: Principals’ Effectiveness in Conversations about Performance Issues.” Educational Administration Quarterly 51 (1): 58–95. doi: 10.1177/0013161X13518218
   Web of Science ®Google Scholar
• Louis, K. S., B. Dretzke, and K. Wahlstrom. 2010. “How Does Leadership Affect Student Achievement? Results from a National US Survey.” School Effectiveness and School Improvement 21 (3): 315–336. doi: 10.1080/09243453.2010.486586
   Web of Science ®Google Scholar
• Louis, K. S., K. Leithwood, K. L. Wahlstrom, and S. E. Anderson. 2010. Investigating the Links to Improved Student Learning: Final Report of Research Findings. Minneapolis–Saint Paul: University of Minnesota.
   Google Scholar
• Marshall, C., and G. B. Rossman. 2011. Designing Qualitative Research. 5th ed. Thousand Oaks: Sage.
   Google Scholar
• May, H., J. Huff, and E. Goldring. 2012. “A Longitudinal Study of Principals’ Activities and Student Performance.” School Effectiveness and School Improvement 23 (4): 417–439. doi: 10.1080/09243453.2012.678866
   Web of Science ®Google Scholar
• May, H., and J. A. Supovitz. 2011. “The Scope of Principal Efforts to Improve Instruction.” Educational Administration Quarterly 47 (2): 332–352. doi: 10.1177/0013161X10383411
   Web of Science ®Google Scholar
• Merriam, S. B. 2009. Qualitative Research: A Guide to Design and Implementation. San Francisco: Jossey-Bass.
   Google Scholar
• Miles, M. B., M. A. Huberman, and J. Saldaña. 2014. Qualitative Data Analysis: A Methods Sourcebook. 3rd ed. Thousand Oaks: Sage.
   Google Scholar
• Murphy, J., C. M. Neumerski, E. Goldring, J. Grissom, and A. Porter. 2016. “Bottling Fog? The Quest for Instructional Management.” Cambridge Journal of Education 46 (4): 455–471. doi: 10.1080/0305764X.2015.1064096
   Web of Science ®Google Scholar
• Murphy, J., and D. Torre. 2014. Creating Productive Cultures in Schools: For Students, Teachers, and Parents. Thousand Oaks: Corwin.
   Google Scholar
• Neumerski, C. M. 2012. “Rethinking Instructional Leadership, a Review: What Do We Know about Principal, Teacher, and Coach Instructional Leadership, and Where Should We Go from Here?” Educational Administration Quarterly 49 (2): 310–347. doi: 10.1177/0013161X12456700
   Web of Science ®Google Scholar
• Ortlipp, M. 2008. “Keeping and Using Reflective Journals in the Qualitative Research Process.” The Qualitative Report 13 (4): 695–705.
   Google Scholar
• Park, J., and S. Ham. 2016. “Whose Perception of Principal Instructional Leadership? Principal-Teacher Perceptual (Dis)Agreement and Its Influence on Teacher Collaboration.” Asia Pacific Journal of Education 36 (3): 450–469. doi: 10.1080/02188791.2014.961895
   Web of Science ®Google Scholar
• Price, H. E. 2015. “Principals’ Social Interactions with Teachers: How Principal-Teacher Social Relations Correlate with Teachers’ Perceptions of Student Engagement.” Journal of Educational Administration 53 (1): 116–139. doi: 10.1108/JEA-02-2014-0023
   Web of Science ®Google Scholar
• Pritchard, D. 2013. “Epistemic Virtue and the Epistemology of Education.” Journal of Philosophy of Education 47 (2): 236–247. doi: 10.1111/1467-9752.12022
   Web of Science ®Google Scholar
• Prytula, M., B. Noonan, and L. Hellsten. 2013. “Toward Instructional Leadership: Principals Perceptions of Large-Scale Assessment in Schools.” Canadian Journal of Educational Administration and Policy 140: 1–30.
   Google Scholar
• Richards, L., and J. M. Morse. 2013. Readme First for a User’s Guide to Qualitative Methods. 3rd ed. Thousand Oaks: Sage.
   Google Scholar
• Rigby, J. G. 2014. “Three Logics of Instructional Leadership.” Educational Administration Quarterly 50 (4): 610–644. doi: 10.1177/0013161X13509379
   Web of Science ®Google Scholar
• Robinson, V. M. J. 2010. “From Instructional Leadership to Leadership Capabilities: Empirical Findings and Methodological Challenges.” Leadership and Policy in Schools 9 (1): 1–26. doi: 10.1080/15700760903026748
   Google Scholar
• Robinson, V. M. J., C. Lloyd, and K. Rowe. 2008. “The Impact of Leadership on Student Outcomes: An Analysis of the Differential Effects of Leadership Types.” Educational Administration Quarterly 44 (5): 564–588. doi: 10.1177/0013161X08321509
   Web of Science ®Google Scholar
• Rossman, G. B., and S. F. Rallis. 2012. Learning in the Field: An Introduction to Qualitative Research. 3rd ed. Thousand Oaks: Sage.
   Google Scholar
• Shaked, H. 2018. “Why Principals Sidestep Instructional Leadership: The Disregarded Question of Schools' Primary Objective.” Journal of School Leadership 28 (4): 517–538. doi: 10.1177/105268461802800404
   Google Scholar
• Spillane, J. P., A. Harris, M. Jones, and K. Mertz. 2015. “Opportunities and Challenges for Taking a Distributed Perspective: Novice School Principals’ Emerging Sense of Their New Position.” British Educational Research Journal 41 (6): 1068–1085. doi: 10.1002/berj.3166
   Web of Science ®Google Scholar
• Spillane, J. P., and K. S. Louis. 2002. “School Improvement Process and Practices: Professional Learning for Building Instructional Capacity.” In The Educational Leadership Challenge: Redefining Leadership for The 21st Century, edited by J. Murphy, 83–104. Chicago: University of Chicago.
   Google Scholar
• Stein, M. K., and C. E. Coburn. 2008. “Architectures for Learning: A Comparative Analysis of Two Urban School Districts.” American Journal of Education 114 (4): 583–626. doi: 10.1086/589315
   Web of Science ®Google Scholar
• Stronge, J. H., H. B. Richard, and N. Catano. 2008. Qualities of Effective Principals. Alexandria: Association for Supervision and Curriculum Development.
   Google Scholar
• Supovitz, J., P. Sirinides, and H. May. 2010. “How Principals and Peers Influence Teaching and Learning.” Educational Administration Quarterly 46 (1): 31–56. doi: 10.1177/1094670509353043
   Web of Science ®Google Scholar
• Taylor, S. L., R. Bogdan, and M. L. DeVault. 2016. Introduction to Qualitative Research Methods: A Guidebook and Resource. 4th ed. Hoboken, NJ: Wiley.
   Google Scholar
• Thoonen, E. E., P. J. Sleegers, F. J. Oort, and T. T. Peetsma. 2012. “Building School-Wide Capacity for Improvement: The Role of Leadership, School Organizational Conditions, and Teacher Factors.” School Effectiveness and School Improvement 23 (4): 441–460. doi: 10.1080/09243453.2012.678867
   Web of Science ®Google Scholar
• Tracy, S. J. 2013. Qualitative Research Methods: Collecting Evidence, Crafting Analysis, Communicating Impact. Chichester: Wiley-Blackwell.
   Google Scholar
• Tschannen-Moran, M. 2014. Trust Matters: Leadership for Successful Schools. 2nd ed. San Francisco: Jossey-Bass.
   Google Scholar
• Wahlstrom, K. L., and K. S. Louis. 2008. “How Teachers Experience Principal Leadership: The Roles of Professional Community, Trust, Efficacy, and Shared Responsibility.” Educational Administration Quarterly 44 (4): 458–495. doi: 10.1177/0013161X08321502
   Web of Science ®Google Scholar