How Strong Principals Succeed: Improving Student Achievement in High-Poverty Urban Schools

Autor/inn/en	Gordon, Molly F.; Hart, Holly
Titel	How Strong Principals Succeed: Improving Student Achievement in High-Poverty Urban Schools
Quelle	In: Journal of Educational Administration, 60 (2022) 3, S.288-302 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gordon, Molly F.) ORCID (Hart, Holly) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-03-2021-0063
Schlagwörter	Principals; Administrator Role; Poverty; Urban Schools; Academic Achievement; Leadership Styles; Educational Improvement; Educational Environment; School Culture; Elementary Schools; High Schools; High Achievement; Low Achievement; Student Diversity; Achievement Gains; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Armut; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schulleistung; Führungsstil; Teaching improvement; Unterrichtsentwicklung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulkultur; Schulleben; Elementary school; Grundschule; Volksschule; High school; Oberschule; Unterdurchschnittliche Leistung; Achievement gain; Leistungssteigerung
Abstract	Purpose: The purpose of this paper is to provide concrete examples of what leadership behaviors and strategies look like in high-poverty urban schools in Chicago that are successful at improving student outcomes. The authors compared the strategies used by principals who were rated by their teachers on annual surveys as being strong instructional leaders but had varying success in improving student outcomes for comparison. Design/methodology/approach: This paper is part of a larger mixed-methods study exploring the link between leadership and student learning. For the qualitative portion of the study, the authors utilized a contrasting case study design (Merriam, 1998) to distinguish leadership practices in schools with improvements in student achievement from practices in schools with stagnating or declining student achievement. The authors conducted case studies in a total of 12 schools--6 schools with improving student achievement and 6 schools with stagnating or declining student achievement. For brevity, the authors chose 4 schools to highlight in this manuscript that best illustrate the findings found across the full sample of 12 schools. The authors coded each interview using both inductive and deductive coding techniques. Findings: The study findings indicate that there are subtle but important differences between the strategies principals in improving and contrast schools use to lead school improvement efforts. Principals in improving schools were able to create learning environments where staff were open to new ideas and work together towards goals. Principals in improving schools were also more likely to create structures that facilitated organizational learning than principals in contrast schools. Originality/value: This study is unique because the authors provide concrete examples of what principals do in their schools to help create strong learning climates that foster organizational learning and improvement. The authors also identify differences in leader practices and structures in schools that are having a harder time making improvements for comparison. The study findings can be used by principals and other educators to better understand which of their various efforts may result in stronger school cultures conducive to organizational learning as outlined in Louis' and colleagues' work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01