Examining the Role of Principals in Monitoring Instructional Practices in the Literacy Classroom: A Scoping Review
Examining the Role of Principals in Monitoring Instructional Practices in the Literacy Classroom: A Scoping Review

Summary/Abstract: Literacy is essential for children’s academic success from the start of their school career up to their tertiary education. It is regarded as a crucial part of the language subject. School principals as instructional leaders are responsible for ensuring the comprehensive and effective implementation of the instructional program. They should therefore show a keen interest in literacy instructional practices. Despite being a crucial aspect of literacy instruction, monitoring instructional practices remains an overlooked area in research. This qualitative study explored the role of principals in monitoring literacy instruction practices through a scoping review of the literature, using the Instructional leadership theory as a theoretical lens. The findings revealed that monitoring literacy instruction has failed for several reasons, including principals’ lack of subject knowledge. Furthermore, the findings showed the need for better monitoring in literacy instruction according to a distributed approach. Since the study showed serious shortcomings in monitoring practices, further empirical research on this topic is imperative.

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