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ERIC Number: ED549686
Record Type: Non-Journal
Publication Date: 2012
Pages: 194
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2672-9334-3
ISSN: N/A
Perceptions of Elementary Principals' Influence on Academic Achievement for Minority Students in Mathematics
Robertson, Schellia Arnette
ProQuest LLC, Ed.D. Dissertation, Southeastern Louisiana University
The researcher focused on the elementary principal's influence on academic achievement of minority students in mathematics in grade four. The sample population was from a parish where three schools were identified to have improved academic achievement in mathematics with the minority population. The study was a mixed method. The study was conducted by interviewing and surveying three principals from three different schools in the parish. The researcher did not find a statistical relationship with the principals' perceptions in increasing academic achievement in mathematics, but learned that principals, school districts, and resources should increase academic achievement in mathematics. The findings resulted in several conclusions: principals cannot increase mathematics achievement in elementary schools without the necessary support and resources that could increase academic achievement in mathematics for minority students. Principals reported that teachers in elementary schools needed to be knowledgeable, have staff development, and be proficient in using technology if the goal was to increase academic achievement in mathematics for minority students. The principals had the qualifications, knowledge, and experience to lead the schools. No specific qualifications or training were mentioned by the principals that would have assisted the principals in meeting the needs of minority students to increase academic achievement in mathematics. The Leader Behavior Description Questionnaire was not an accurate measure for the constructs "leadership" for this study in increasing the academic achievement in mathematics with minority students. The researcher concluded that there was not a relationship between the Leader Behavior Description Questionnaire mean scores and the factor of academic achievement in increasing academic achievement in mathematics and that there was not a relationship between the Leader Behavior Description Questionnaire standard deviation and the principal's leadership styles. Staff development resources were needed to increase the academic achievement of minority students in elementary schools in mathematics. Principals may not be the best leaders for instructional improvement among minority students in regard to mathematics achievement. Principals, teachers, and resources were needed to increase the academic achievement of minority students in elementary schools in mathematics. [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 Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Leader Behavior Description Questionnaire