Principal and teacher perception of the understanding and facilitation of the implementation of cognitive instructional strategies to improve reading

The purpose of this study was to investigate middle and high school principals' perception of their understanding and facilitation of the implementation of cognitive instructional strategies in the classroom to improve reading. The study also investigated the English/language arts chair or language arts teacher's perception of their principals' understanding and facilitation of the implementation of cognitive instructional strategies to improve the reading.;The population for the research was public high school principals and teachers grades 9-12, and middle school principals and teachers grades 6-8. A total of 121 surveys were returned providing a 38% return rate. The data were analyzed by using independent sample t-tests. All hypotheses were tested at the .01 level of significance.;There were no significant differences found between middle and high school principals' perception of their understanding and facilitation of the implementation of cognitive instructional strategies to improve reading. Significant differences were found between middle and high school English/language arts chair/language arts teachers' perception of their principals' understanding and facilitation of the implementation of cognitive instructional strategies to improve reading. The findings indicated no differences in middle school principals' perception of their understanding and facilitation of the implementation of cognitive instructional strategies compared to what their English/language arts chair/language arts teachers' perceived of them. The findings indicated differences between high school principal's perception of their understanding and facilitation of the implementation of cognitive instructional strategies and the perception of their English/language arts chair or language arts teacher.