Effective Leadership in High-Poverty, High-Performance Schools

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Autor/in	Spaulding, Rosemary
Titel	Effective Leadership in High-Poverty, High-Performance Schools
Quelle	(2016), (218 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Chicago State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3399-7841-3
Schlagwörter	Hochschulschrift; Dissertation; Disadvantaged Schools; Instructional Leadership; Institutional Characteristics; Principals; Administrator Role; Elementary Secondary Education; Leadership Effectiveness; Poverty; High Achievement; Leadership Styles; Standardized Tests; Achievement Tests; Correlation; Risk; Communication Skills; Interpersonal Relationship; Caring; Educational Practices; Administrator Attitudes; Illinois + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter; Führungseffizienz; Armut; Führungsstil; Standadised tests; Standardisierter Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Korrelation; Risiko; Kommunikationsstil; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Care; Pflege; Sorge; Betreuung; Bildungspraxis
Abstract	Twenty-first century principals have multiple roles as leaders of public K-12 schools. Since school reform of the 1980s, principals are expected to be school managers and instructional leaders along with understanding and knowing policies, rules, and practices of the organization. Research has shown that effective leadership is necessary to lead schools in a positive direction and achieve adequate yearly progress mandated by state and federal law. However, many high-poverty student populations continue to perform below standard despite corrective efforts (e.g., change staff, close or turnaround existing schools, open new charter schools). Some schools categorized as high poverty have achieved high-performance standards because of effective leadership, while many other schools with similar characteristics are still underperforming. This study explored effective leadership practices of principals in high-poverty, high-performance schools in Illinois based on Kouzes and Posner's 5 practices of exemplary leadership. Throughout this mixed-methods study, data were collected using Kouzes and Posner's leadership practices inventory and 1-on-1 interviews using a purposive sample of principals from the state of Illinois who obtained Spotlight status for 3 years or more. This study identified the critical elements of leadership practices that lead to student achievement. Kouzes and Posner's 5 exemplary leadership practices are Model the Way, Inspire a Shared Vision, Challenge the Process, Enable Others to Act, and Encourage the Heart. Although no significant relationship between the Illinois Standardized Achievement Test scores and the principal leadership scores existed, the behaviors described by the effective leaders did correlate with the following practices: communication, dedication, interaction and relationships, risk-taking, high expectations, caring, support, appreciation and encouragement. The results of the study showed Encouraging the Heart as the most critical practice used by effective leaders. Principals believed this practice promoted the use of the other practices. Everyone, at some time, needs to be encouraged, appreciated, supported, and recognized for his or her service. The need for more effective principals is paramount; therefore, continued research is necessary to develop and maintain a set of proven practices that will promote effective leadership within the schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01