Middle level principals' perceptions of the adolescent literacy crisis: A qualitative study

The purpose of this research study was to examine Missouri middle school principals' perceptions of the adolescent literacy crisis and to ascertain how middle level principals are addressing adolescent literacy needs in their schools. The phenomenological qualitative research approach was selected due to the underpinning of the social constructivism and pragmatism paradigms of the research questions. Besides the goal of making sense of the shared phenomenon, the pragmatist sought to understand what works or what middle level principals were doing to address adolescent literacy needs.;Data sources for this phenomenological qualitative research included an open-ended online survey administered to a random sample of middle level principal in the state and personal interviews. The research findings are based on the data collected from 50 research participants, 42 online survey respondents and eight interviewees. Although there was not agreement regarding literacy being in a state of crisis, the study found consensus that literacy is a priority for middle level principals. Additionally, principals reported factors of family chaos, technology challenges, and expanded demands of literacy created additional challenges for adolescent literacy. According to the data, principals are addressing literacy needs through shared responsibility, varied delivery methods, and instructional leadership.;Despite the unique developmental characteristics of the early adolescent, the research data is inconclusive if distinctive delivery methods for middle level students are occurring in regards to literacy. Middle level principals report utilizing and analyzing assessment data to determine specific learning needs of students. A recommended best practice in addressing adolescent literacy is for schools to develop and utilize a literacy leadership team; however, only eight research participants report utilizing a literacy leadership team in their school. This research found principals perceive themselves as being ultimately responsible for student literacy, although the responsibility for addressing and meeting students' needs is shared.;As middle level administrators strive to meet the multiple demands of their jobs, the literature and the findings of this research support the critical role of instructional leadership. In order to provide for the literacy needs of the adolescent students, principals are establishing a vision of literacy, mission for literacy, and a climate for learning. Additionally, as an instructional leader, the principal supports teachers and students by providing the needed resources and professional development for literacy.