Central office transformation: Principals' perceptions of instructional leader director influence

Abstract

Questions regarding the role and organizational structure of central office administration in public school districts across the nation have recently come to light of high-stakes policy environments mandating enhanced student performance. Federal and state policy mandates have placed demands on school district central offices. This qualitative case study examines the perceptions of principals involved in central office transformation, specifically principal supervision, that focus on developing assistive relationships, and further developing instructional leadership skills with central office leaders.