Principal Leadership and Reading Specialist Role Understanding In the Era of Test-Based Accountability Policies

International Journal of Education Policy and Leadership

View Publication Info
 
 
Field Value
 
Title Principal Leadership and Reading Specialist Role Understanding In the Era of Test-Based Accountability Policies
 
Creator Prezyna, Dolores Marie
Garrison, Mark J
Gold, Carol P
Lockte, Hilary A
 
Subject Education, Leadership, Principal Leadership, Reading Specialist, Literacy
reading specialist, principal leadership, literacy coach, role definition, role theory, role conflict, role change
 
Description This study investigates how the role of the reading specialist (RS) is defined and communicated by principals, and examines to what degree a common understanding of this role exists among teachers, building administrators and reading specialists. The principal’s responsibility in defining and communicating role, and the effect these efforts have on job satisfaction and specialists’ perceived effectiveness is also studied. Eight elementary schools in the western part of New York State (USA) are studied. Based on interviews with principals and reading specialists and surveys completed by principals, reading specialists, and teachers, the following themes emerge: (a.) Principal leadership was essential in defining the RS role; (b.) A clearly defined RS role was associated with greater RS satisfaction and perceptions of effectiveness as well as greater teacher compliance; (c.) Greater teacher compliance with a school’s literacy program did not affect beliefs about the proper role of RSs; (d.) Lack of a clearly defined role in a school was associated with role conflict and role ambiguity for reading specialists; (e.) Reading specialists, even without coaching responsibilities, served as a resource to teachers, although no time was allocated in their schedule to do so; (f.) Reading specialists faced challenges due to increased accountability and assessment demands affected by policy, demographics, and accountability requirements. It is concluded that principals must assume responsibility for defining and communicating the reading specialist role within their schools to strengthen literacy programming.
 
Publisher IJEPL is a joint publication of PDK International, SFU, and GMU
 
Contributor This manuscript is based on a study completed in fulfillment of doctoral dissertation requirements at D'Youville College.
 
Date 2017-07-05
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
research-article
Survey/Interview;Qualitative
 
Format application/pdf
 
Identifier http://journals.sfu.ca/ijepl/index.php/ijepl/article/view/686
 
Source International Journal of Education Policy and Leadership; Vol 12, No 2 (2017): Principal Leadership and Reading Specialist Role Understanding in the Era of Test-Based Accountability Policies.
1555-5062
 
Language eng
 
Relation http://journals.sfu.ca/ijepl/index.php/ijepl/article/view/686/170
 
Rights Copyright (c) 2017 Dolores Marie Prezyna, Mark J Garrison, Carol P Gold, Hilary A Lockte
http://creativecommons.org/licenses/by-sa/4.0
 

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