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Voices from the field: What have we learned about instructional leadership?


Townsend, T and Acker-Hocevar, M and Ballenger, J and Place, AW, Voices from the field: What have we learned about instructional leadership?, Leadership and Policy in Schools, 12, (1) pp. 60-88. ISSN 1570-0763 (2013) [Refereed Article]

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Copyright 2013 Taylor & Francis Group, LLC

DOI: doi:10.1080/15700763.2013.766349


This article documents perceptions of superintendents and principals when working under the No Child Left Behind Act (NCLB) in 2004–06. It uses data collected through the Voices 3 Project to consider three factors associated with instructional leadership as applied under NCLB, defining the school’s mission, managing the instructional program, and promoting a positive school learning climate. Findings include that the narrowness of the curriculum objectives, the top-down hierarchical nature of decision making in the system, and the pervasively negative and punitive environment impact on the work of instructional leaders. The article argues that new approaches and leadership models are needed.

Item Details

Item Type:Refereed Article
Research Division:Education
Research Group:Other education
Research Field:Other education not elsewhere classified
Objective Division:Education and Training
Objective Group:Other education and training
Objective Field:Other education and training not elsewhere classified
UTAS Author:Townsend, T (Professor Tony Townsend)
ID Code:93510
Year Published:2013
Deposited By:Education
Deposited On:2014-08-06
Last Modified:2017-11-23

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