Campus Access Only

All rights reserved. This publication is intended for use solely by faculty, students, and staff of University of the Pacific. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.

Date of Award


Document Type

Dissertation - Pacific Access Restricted

Degree Name

Doctor of Education (Ed.D.)


Educational Administration and Leadership

First Advisor

Ronald Hallett

First Committee Member

Linda Bessire

Second Committee Member

Tony Serna

Third Committee Member

Linda Skrla


To identify how high school assistant principals in large suburban schools serve as instructional leaders and how they develop these skills, this research utilized a multiple-case study design, followed by a cross-case analysis of the data. This research explores the instructional leadership of three female comprehensive high school assistant principals who are employed in the same Northern California school district. Each case was developed with the use of interviews, observation and document analysis. Included in each case is a description of the assistant principal's instructional job responsibilities, how they develop their instructional leadership and obtain opportunities to function in instructional leadership roles. This research found several main themes. They include that the theoretical model for Hallinger's Principals Instructional Management Rating Scale did not work in regards to assistant principals, they were found to serve not in the role of leader, but more in the role of facilitator and relationship builders, the role of the assistant principal has not evolved over the past century, they are constrained by the political dynamics of their school structure which leaves them as marginalized leaders, they lack opportunities to grow as instructional leaders due to opportunities for professional development and the ambiguity of their role, and female assistant principals may not take the opportunity to serve as a leader since this may not be perceived natural due to their gender association.





To access this thesis/dissertation you must have a valid email address and log-in to Scholarly Commons.

Find in PacificSearch Find in ProQuest



If you are the author and would like to grant permission to make your work openly accessible, please email


Rights Statement

Rights Statement

In Copyright. URI:
This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).