Analyzing Teachers' Perceptions of a Principal's Instructional Leadership Practices on a Dual Language Campus Using the Blase and Blase Reflective Growth Model

Author

Selene Canales-Garcia, The University of Texas Rio Grande Valley

Date of Award

7-1-2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Velma Menchaca

Second Advisor

Michelle Abrego

Third Advisor

George Padilla

Abstract

As the research base in support of dual language instruction become stronger and more widely recognized, dual language instruction program popularity has risen and the number of programs implemented across the United States has grown (Christian, 2018). Demand for qualified teachers and school administrators is high, but teacher supply has not risen commensurately (Kennedy, 2018b). Therefore, the problem lies in principals having to prepare and provide the necessary supports and professional development for bilingual teachers. The purpose of this research is to explore teachers' perceptions of the principal's instructional leadership practices using the theoretical framework of the Blase Reflective Growth Model. With the growing numbers of speakers of languages other than English in the United States, it is the duty of the public education system to provide effective and quality language programs and instruction for all students (Alanis & Rodriguez, 2008).

Comments

Copyright 2024 Selena Garcia-Canales. https://proquest.com/docview/3098558144

Recommended Citation

Canales-Garcia, Selene, "Analyzing Teachers' Perceptions of a Principal's Instructional Leadership Practices on a Dual Language Campus Using the Blase and Blase Reflective Growth Model" (2024). Theses and Dissertations. 1572.
https://scholarworks.utrgv.edu/etd/1572