| Description |
This study utilized constructivist grounded theory methods to investigate how instructional leadership is administered in the Church of Jesus Christ of Latter-day Saints Released-time Seminary System and to develop a grounded theory of the practice of instructional leadership in that system. Instructional leadership in the released-time seminary system has been ambiguously defined and not systematically theorized as a practice. Thus, creating a grounded theory of instructional leadership in this system could potentially ameliorate the confusion and inconsistency that develop from instructional leadership practices that are not sufficiently supported by substantive theory. Data were collected through an iterative process of surveys, semistructured interviews, focus groups, and on site observations. The participants were a purposeful, theoretical sample of full-time Church released-time seminary teachers, principals, and area directors in Salt Lake and Utah Counties. Through constant comparative data analysis, a grounded theory was developed that explained the unique interrelationship of vision, culture, and outcomes within released-time seminary instructional leadership practice. More specifically, the relationship between the selection and training of principals as well as the paradox of alignment and innovation were explored. Data themes and the grounded theory were compared and contrasted to extant educational, psychological, and organizational leadership literature and found to have unique theoretical facets. iv Trustworthiness of this study was established through demonstrating credibility, transferability, dependability, and confirmability. |
