How Principals Make Sense of Tensions While Leading a Teacher Professional Learning Initiative: A Case Study of a Districtwide Science of Reading Implementation

Authors

Sally J. Zepeda, University of GeorgiaFollow
Salih Çevik, University of GeorgiaFollow
Ali Çağatay Kılınç, Karabuk UniversityFollow

Abstract

Grounded in sense-making theory, this qualitative study examines how school principals make sense of tensions while leading a teacher professional learning initiative under the broad districtwide instructional reform and the Science of Reading (SoR). This study gathered data from interviews with seven elementary school principals who were implementing a professional learning initiative for teachers under the SoR. The collected data were analyzed through inductive approaches using constant comparative analysis. Data analysis yielded three broad themes: (1) Learning While Teaching: Approaches in Teacher Professional Development, (2) Different Level of Teacher Buy-in on the Instructional Reform, (3) Teacher Accountability during a Reform. We discuss key implications for policy and practice.

Recommended Citation

Zepeda, S. J., Çevik, S., & Kılınç, A. (2024). How Principals Make Sense of Tensions While Leading a Teacher Professional Learning Initiative: A Case Study of a Districtwide Science of Reading Implementation. Journal of Educational Supervision, 7 (3). https://doi.org/10.31045/jes.7.3.2

DOI

10.31045/jes.7.3.2