A paradoxical approach to instructional leadership

Haim Shaked

Research output: Contribution to journalArticlepeer-review

Abstract

Purpose: Perceptual inhibitors to instructional leadership are based on disagreements with the premises of instructional leadership. This study explored how the paradoxical approach, which advocates “both/and” approach to conflicting demands, may moderate the influence of the perceptual inhibitors of instructional leadership. Design/methodology/approach: The current study is qualitative in nature. Study participants were 30 Israeli school principals, representing the larger body of Israeli principals in terms of sex, age, years of experience, education and school level. Data were collected through semi-structured interviews. Data analysis included a two-step theory-driven coding process. Findings: This study found that the paradoxical approach allowed school principals to hold conflicting perspectives on instructional leadership simultaneously. Thus, it has reduced the effect of the perceptual inhibitors of instructional leadership, as it permitted principals to delay the decision between the expectation to fulfill the role of instructional leader and their disagreements with it. Originality/value: Despite prolonged pressures, school principals demonstrate limited involvement in instructional leadership, in part because of perceptual inhibitors. The findings of this study can be used in dealing with these inhibitors.

Original languageEnglish
Pages (from-to)1637-1646
Number of pages10
JournalInternational Journal of Educational Management
Volume34
Issue number10
DOIs
StatePublished - 8 Oct 2020
Externally publishedYes

Bibliographical note

Publisher Copyright:
© 2020, Emerald Publishing Limited.

Keywords

  • A paradoxical approach
  • Instructional leadership
  • Perceptual inhibitors
  • School principals

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