Collaborative power: A grounded theory of administrative instructional leadership in the elementary school

Abstract

Suggests that the research literature provides no clear perspective of the tasks needed for effective instructional leadership and no definitive set of traits for instructional leaders. Describes a study which sought to develop a theory of instructional leadership grounded in data from practising administrators and their teachers. Grounded theory served as both the theoretical structure and research design. Findings indicated effective elementary instructional leaders engaged in a variety of strategies designed to balance power inequities in their school and school community. The strategies are not linear and not all are used by every administrator; they occur both simultaneously and at varying times, building on each other. The theory known as collaborative power was developed as a model designed to equalize power inequities, fostering instructional leadership strategies and perspectives at the elementary level.

Citation

Harchar, R.L. and Hyle, A.E. (1996), "Collaborative power: A grounded theory of administrative instructional leadership in the elementary school", Journal of Educational Administration, Vol. 34 No. 3, pp. 15-29. https://doi.org/10.1108/09578239610118857