Examining the Perceptions of the Assistant Principal as an Instructional Leader

This study investigated assistant principals’ self-perceptions of their role as instructional leaders and examined the corresponding perceptions of principals. Grounded in Weber's (1996) instructional leadership model and using the Principal Instructional Management Rating Scale (PIMRS), this quantitative study surveyed assistant principals and principals from a large suburban district. Findings reveal a gap: assistant principals rated themselves higher in instructional leadership than their principals. The results indicate that the assistant principal role requires a clearer definition, targeted professional development, and leadership succession planning. These findings offer implications for educational leadership training and school district practices.