Teacher perceptions of the influence of principal instructional leadership on school culture: a case study of the American Embassy School in New Delhi, India.

Abstract

The purpose of this case study is to examine the influence of principal instructional leadership on school culture in the American Embassy School (AES) in New Delhi, India. Using mixed quantitative and qualitative methods, this case study addresses three key research questions. Two existing survey instruments, the Principal Instructional Management Rating Scale developed by Philip Hallinger (1987) and the School Culture Survey developed by Steven Gruenert (1998), were both used as part of one electronic survey of teachers at AES. The response rate was a high 86% with a total of 132 teachers responding. Both scales proved to be highly reliable in this international context with a coefficient alpha of .97 for the Principal Instructional Management Rating Scale and .93 for the School Culture Survey. In addition, study methods included interviews, focus groups, and a document analysis to ensure triangulation. Data were from three divisions: the elementary school, the middle school, and the high school to analyze the research questions. Among major results were the following: the elementary school has strong principal instructional leadership while the high school has weak principal instructional leadership. Results for the middle school were mixed. Teachers in the elementary school viewed their school as having a positive and collaborative school culture while the middle school teachers had mixed views and the high school teachers had the least positive views of their school culture. Numerous and strong relationships were found between many instructional leadership factors and school culture factors suggesting the importance of principals using an instructional leadership approach. As instructional leaders, principals can create a positive and collaborative school culture. By helping teachers collaborate, instilling collective leadership, and communicating a shared vision, principals can contribute to developing a positive and collaborative school culture. Another finding is that forging strong personal relationships with teachers contributes importantly to school culture. This dissertation may inform thinking about how principal instructional leadership can contribute to improving student learning indirectly through a positive and collaborative school culture.