High School Principals' Instructional Leadership Regarding World Languages Programs: An Explanatory Sequential Mixed Methods Study

Abstract

This explanatory sequential mixed methods study examined the extent of high school principals’ instructional leadership (IL) support regarding world languages (WL) programs in Florida in 2022. Research on WL programs in K-12^th and IL asserts that administrators neglect WL programs. In the first phase, a Principal’s Instructional Management Rating Scale (PIMRS) was administered to n = 21 principals and n = 93 WL teachers in N = 69 public and charter schools to measure IL in three dimensions: define the WL program mission, manage the WL program, and promote a positive learning climate. PIMRS results were also used to purposively select three principals and six WL teacher departments to participate in semi-structured Zoom interviews to address IL qualitatively. The results of the quantitative data showed that principals’ extent of support to WL programs is not optimal in all dimensions of IL. Quantitative and qualitative data reflected that the school’s socio-economic status, and scheduling-related issues such as class size and common planning are the principals’ biggest challenges to support WL programs respectively. Principals and teachers claimed that principals prioritize practices related to protecting instructional time, delegating intermediaries to oversee the WL program, and evaluating and supervising teachers; while maintaining visibility and providing incentives were reported as the least supported.