Instructional Leadership Practices in Dual Language Bilingual Education: A Reflective Growth Model Perspective

Authors

• Selene Canales-Garcia, Mission CISD
• Velma D. Menchaca, The University of Texas Rio Grande Valley
• Michelle Abrego, Tarleton State University
• Jose A. Ruiz-Escalante, The University of Texas Rio Grande Valley
• George Padilla, The University of Texas Rio Grande Valley

Document Type

Article

Publication Date

Spring 2026

Abstract

As dual language programs expand across the U.S., school leaders face growing pressure to support bilingual educators amid ongoing teacher shortages. This qualitative case study explores bilingual teachers’ perceptions of their principal’s instructional leadership practices at a dual language elementary school in South Texas. Guided by the Blasé and Blasé Reflective Growth Model (1999, 2000), the study highlights leadership behaviors that promote teacher reflection, collaboration, and professional growth. Findings reveal that supportive leadership—rooted in trust, shared decision-making, and targeted professional development—enhances teacher capacity and strengthens bilingual program implementation.

Comments

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Recommended Citation

Canales-Garcia, S., Menchaca, V., Abrego, M., Ruiz-Escalante, J., & Padilla, G. (2026). Instructional Leadership Practices in Dual Language Bilingual Education: A Reflective Growth Model Perspective. International Journal of Educational Leadership Preparation, 21(1), 173–191.

First Page

173

Last Page

191

Publication Title

International Journal of Educational Leadership Preparation