Abstract
The 2011 Cardus Report found that Christian schools are developing students’ faith but are not developing students’ academic opportunities at any greater rate than are their public school counterparts. Drawing upon data collected from 18 principals and 280 teachers across six Christian school systems, this mixed-methods study identifies the qualities of principal instructional leadership in high-performing Christian schools. Multiple findings, including teachers reporting a significant correlation between gender and instructional leadership and a correlation between instructional leadership and servant leadership characteristics, will facilitate Christian schools and educational leadership programs in preparing principals as instructional leaders.
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