Perceptions of School Library Media Specialists Regarding the Practice of Instructional Leadership

Virginia D. Martin

doi:10.1108/S0732-0671(2011)0000030008

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Advances in Library Administration and Organization

ISSN: 0732-0671
Series editor(s): Delmus Williams, Janine Golden

Subject Area: Library and Information Studies

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Perceptions of School Library Media Specialists Regarding the Practice of Instructional Leadership

Document Information:
Title:	Perceptions of School Library Media Specialists Regarding the Practice of Instructional Leadership
Author(s):	Virginia D. Martin
Volume:	30 Editor(s): Delmus E. Williams, Janine Golden ISBN: 978-1-78052-014-8 eISBN: 978-1-78052-015-5
Citation:	Virginia D. Martin (2011), Perceptions of School Library Media Specialists Regarding the Practice of Instructional Leadership, in Delmus E. Williams, Janine Golden (ed.) Advances in Library Administration and Organization (Advances in Library Administration and Organization, Volume 30), Emerald Group Publishing Limited, pp.207-287
DOI:	10.1108/S0732-0671(2011)0000030008 (Permanent URL)
Publisher:	Emerald Group Publishing Limited
Article type:	Chapter Item
Abstract:	School library media specialists (SLMSs) often struggle with assuming leadership roles. Discrepancies existed in perceptions of SLMSs of their leadership preparedness, their opportunities to exert leadership, and their assumption of leadership roles. The purpose of this quantitative study was to explore the perceptions of SLMSs regarding their instructional leadership and to examine the extent to which they practiced instructional leadership. The study was designed to determine whether there were differences between SLMSs perceptions of the importance of their leadership roles and their opportunities to practice those roles. The results of the study indicated that SLMSs perceived all of the leadership roles to be more important than they were able to carry out in practice and that supportive administrators were the most essential factor in providing SLMSs the opportunity to practice and expand their roles as instructional leaders.