What Leadership Behaviors Were Demonstrated by the Principal in a High Poverty, High Achieving Elementary School?

Autor/inn/en	Woods, E. Hayet J.; Martin, Barbara N.
Titel	What Leadership Behaviors Were Demonstrated by the Principal in a High Poverty, High Achieving Elementary School?
Quelle	In: Cogent Education, 3 (2016) 1, Artikel 1172935 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Woods, E. Hayet J.) ORCID (Martin, Barbara N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2016.1172935
Schlagwörter	Principals; Elementary Schools; Poverty; High Achievement; Leadership Styles; Holistic Approach; Student Needs; Intervention; Reading Achievement; School Schedules; Interpersonal Relationship; Expectation; Accountability; Community Involvement; Administrator Role; Rural Schools; Focus Groups; Observation; Documentation; Content Analysis; Case Studies; Interviews; Missouri + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Elementary school; Grundschule; Volksschule; Armut; Führungsstil; Holistischer Ansatz; Leseleistung; Schulzeiteinteilung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Expectancy; Erwartung; Verantwortung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Beobachtung; Dokumentation; Inhaltsanalyse; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik
Abstract	Examined through the lens of leadership, were the behaviors of a principal as perceived by stakeholders. The following themes emerged: (1) Educating the Whole Child, with the subthemes: (a) providing basic needs; (b) academic interventions based on achievement data; (c) an emphasis on reading; (d) extended academic time; and (e) relationships; and (2) Synergy of Expectations, with the subthemes: (a) consistent student expectations; (b) increased staff accountability; and (c) community involvement. The researchers found that the principal by demonstrating behaviors as a change agent, a creator of vision, and a provider of necessary support and strategies, rather than adopting numerous programs, the school personnel were able to increase and sustain academic achievement of the students of poverty as well as their peers. Implications for principal practices, along with leadership preparatory programs are significant. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01