Improving Instruction in a Rural School District: How Effective are Principal Walk-Throughs?

Barry R. Bryant, University of Wyoming

Abstract

The purpose of this study was to investigate the perceptions of teachers regarding the effectiveness of principal walk-throughs in a rural Mountain West School District. Surveys were sent to all 59 teachers in the district asking about their perceptions of the impact of principal walk-throughs to improve instruction and student achievement. The survey data was analyzed using descriptive methods. The results of the analysis indicated the teachers in the school district agreed about positive impacts and the effectiveness of principal walk-throughs. Eighty-two percent of teachers responded that walk-throughs help them use reflection to improve instruction thus improve student achievement. Teachers also commented that walk-throughs made them feel their classroom instruction was important. Additionally, multiple teachers perceived walk-throughs as improving collegial relationships with principals.