Abstract
This research study offers the foundation for a grounded theory study focused onunderstanding how K-5 administrators support teachers' development through
instructional leadership (IL). Urick (2020) suggests that principals who engage in IL
support teachers and foster a collaborative working environment, resulting in positive
school outcomes due to the principal's efforts to help teachers feel better about their
overall teaching abilities (Reitzug et al., 2008). This work intends to build an
understanding of the behavioral process theory that explains the integration of IL into the
leadership practices of K-5 principals. Understanding how principals integrate IL
practices with their work with teachers is essential to establishing indicators of effective
principalships that support teachers' development, foster a collaborative environment
(Urick, 2020), and positively impact student achievement through increasing professional
competence (Blömeke et al., 2022; Shatzer et al., 2013).