The Difference in Distributed Principal Leadership Practices According to the Comprehensive Assessment of Leadership for Learning Between Teachers and School Leaders, Grade Level and Region

Leadership for learning has arisen as a robust framework for measuring principal leadership practices that impact student achievement by synthesizing fundamental theories of principal leadership, such as instructional leadership, transformational leadership, and shared instructional leadership. Research affirms the need for principals to prioritize leadership for learning practices based on the context. However, we know little about how context impacts which leadership for learning practices are prioritized by teachers and administrators in these different contexts of school level (elementary or secondary) and region (rural, small town, suburban, urban). The purpose of this dissertation study is to examine how differences in context affect specific leadership for learning practices. These differences will provide evidence for the need to revamp the principal evaluation systems that are currently in use and allow us to identify opportunities for preparation, support, and professional development for principals. I use the Comprehensive Assessment of Leadership for Learning (CALL) survey for this dissertation study as it combines recent research on principal leadership to measure spec