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ERIC Number: ED534540
Record Type: Non-Journal
Publication Date: 2011
Pages: 218
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1249-8604-3
ISSN: N/A
The Impact of Principal Instructional Leadership Practices on Student Achievement
Nason, Kristen Kendrick
ProQuest LLC, Ed.D. Dissertation, Walden University
The problem addressed in this cross-sectional, quantitative study was a continual stagnation in student achievement in one U.S. state, which is critical to stakeholders responsible for increasing student advancement in college and the 21st century workforce. Specifically, the objective was to identify the relationship between principal-perceived instructional leadership practices and the frequency of those practices (dependent variables) and the size, the type of school, and the school adequate yearly progress (AYP) status (independent variables). The theoretical framework of constructivist leadership defined essential principal leadership skills and provided the context for research. Research questions addressed the differences in the levels of importance and frequency of use of principals' leadership practices between No Child Left Behind ratings and in type and size of schools. A self-administered online survey, Instructional Leadership Behaviors of Principals, was used to gather responses from 52 middle and high school principals. No significant results were found using logistic regression to analyze the relationship between AYP ratings and principal practice importance (PPI) or principal practice frequency (PPF). Additionally, no significant results were found using 2-factor ANOVA to analyze the relationship between school type or size and PPI and PPF. Recommendations include modifying principal preparation programs and district level support of principals. This study has the potential to impact social change by highlighting for principals, district level administrators, and administrative credentialing programs the necessary changes in 21 st century instructional leadership activities needed in principals' daily work to successfully impact student achievement. [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.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education; High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001