Principals' Perspectives on Overcoming Barriers to Implementing Capacity-Building in Southwest Texas: A Qualitative Exploratory Case Study

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dc.contributor.authorHaynes, Allen
dc.date.accessioned2026-04-01T02:50:20Z
dc.date.available2026-04-01T02:50:20Z
dc.date.issued2026-03
dc.description.abstractThe problem addressed in this study was many K-12 public schools' reading/language arts (RLA) test scores did not meet grade level in the southwest region of Texas, prompting the mandatory implementation of intervention measures to build capacity and increase student learning. The purpose of this qualitative exploratory case study was to explore how principals overcome barriers to improve low RLA test scores. Studies indicate that universal educational achievement can be achieved through instructional leadership (IL). However, implementation fidelity is lacking in application. The professional realities of eight principals who employed various capacity-building practices through IL were examined for this study. Grounded in Coleman's social capital theory and Hallinger and Murphy's IL framework, this research focused on IL barriers and the actions principals took to overcome them. Data were collected through semi-structured interviews and a focus group using Zoom's video recording and transcription features. The transcripts were analyzed using NVivo. The data were categorized, sorted, and investigated using Braun and Clarke's reflexive thematic analysis. The detailed analysis culminated in the emergence of four themes and eight subthemes. RQ1-barriers faced implementing IL: (1a) administrator duties and an underdeveloped learning culture, (1b) teacher lack of accountability and adaptability. RQ2-actions to overcome barriers: (2a) data analysis and professional learning communities, (2b) effective monitoring and feedback, and building an effective learning culture. This study found that principals who delegated specific duties, fostered a positive learning culture, managed data analysis, engaged structured PLCs, and maintained effective feedback systems achieved progress on their campuses. Future research could include exploring teacher accountability, comparing IL-trained campuses to those not trained, and a correlational study using the Principal Instructional Management Rating Scale (PIMRS).
dc.identifier.urihttps://hdl.handle.net/20.500.11803/5222
dc.language.isoen
dc.publisher.institutionNational University (NU)
dc.subjectInstructional leadership
dc.subjectCapacity building
dc.subjectFidelity of implementation
dc.subjectEducational Leadership & Learning Lifelong
dc.titlePrincipals' Perspectives on Overcoming Barriers to Implementing Capacity-Building in Southwest Texas: A Qualitative Exploratory Case Study
dc.typeDissertation
thesis.degree.disciplineEducational and Organizational Leadership
thesis.degree.grantorNational University (NU)
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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