Instructional Leadership in Elementary School Science, 12(12)

Abstract

Instructional leadership is internationally recognized as being a key role for school administrators to advance in their relationships with teachers. But what happens when a principal lacks content knowledge or specific pedagogical knowledge about certain curriculum areas? How do administrators support instructional practices of teachers who teach subjects in which the administrators have little to no experience? In this paper, these questions are considered in relation to the teaching of upper elementary school science. Twenty-five principals of elementary schools were interviewed about the ways they provide instructional leadership in upper elementary science, an area where many elementary teachers are challenged with regard to their understanding of science content and to their knowledge of specific pedagogical approaches. Many principals describe their own challenges in providing appropriate instructional leadership for these teachers.