Leading the Way: Principals' Experiences as Change Facilitators in Implementing High-Quality Instructional Materials

Streaming Media

Date of Award

Spring 2025

Document Type

Dissertation

Degree Name

Doctor of Education in Organizational Leadership (EdD)

Committee Chair

Rachel Althof

Committee Member

Yuerong Sweetland

Committee Member

Tarae Terry

Abstract

This study employed a phenomenological qualitative approach to understand the experience of principals leading change to high-quality instructional materials. Over the past four decades, educational reforms have sought to increase student academic achievement, necessitating a shift in the role of principals from building managers to instructional leaders. This study examines principals' perceptions of whether they feel adequately prepared and supported to lead significant changes.

Participants in this study included principals from public schools across a midwestern state who had led the implementation of high-quality instructional materials for mathematics within the past five years. Through one-on-one interviews, the study sought to understand their experiences and identify the professional learning and support they desire when leading educational reforms. A thematic analysis resulted in four themes of challenges and four themes identifying strategies and supports. Findings reveal that principals needed role-specific professional learning, implementation tools and resources, collaborative networks, and district support such as funding and human capital. This study provided practical insights and recommendations for future research on state and district-level support to equip principals better to lead educational reforms and change effectively.

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