Date of Award


Document Type


Degree Name

Doctor of Education (EdD)


This study investigated the relationship between principals' instructional leadership behavior and school effectiveness. In the conceptual model tested, certain school context variables, teachers' job satisfaction and teachers' willingness to accept principals' influence in the instructional realm, were viewed as mediating the relationship between principals' behavior and school outcomes. From this perspective, principals' instructional leadership behavior was seen as being indirectly related to school outcomes by its impact on these mediating variables. For the purposes of this study, teachers' job satisfaction, teachers, willingness to accept principals' professional advice and teachers' perceptions of principals' effectiveness as instructional leaders served as independent variables. School outcomes, achievement and average daily attendance, served as dependent variables. A mixed matrix sampling procedure was used wherein elementary teachers (n = 506) in sample schools (n = 47) responded to two of the three instruments used to measure the independent variables. Correlational analyses were undertaken to determine the magnitude and direction of the relationships between independent and dependent variables, mediating variables (independent variables which mediated the relationship between principal behavior and school outcomes), sample descriptive data and dependent variables. Additionally, regression analysis were performed to identify a linear combination of independent variables which could best explain achievement and school attendance variations in the data. Analyses of the data indicated a significant relationship (p < .05) existed between teachers' perceptions of principals' effectiveness as instructional leaders and school attendance. All other correlations between independent and dependent variables were not statistically significant (p > .05). A significant relationship (p < .001) was established between teachers' perceptions of principals' job performance and one of the school context mediating variables, teachers' willingness to accept instruction-related advice from their principals. Major results of the study did not establish a direct relationship between principals' instructional leadership behavior and school outcomes. However, considered collectively, the results served to partially confirm relations between principal behavioral inputs, school mediating variables and school outcomes identified in past research and documented a significant relationship between principal instructional leadership and influence on teachers as well.