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ERIC Number: ED552811
Record Type: Non-Journal
Publication Date: 2013
Pages: 122
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3030-0138-3
The Relationship between Student Success and the Learning-Centered Leadership Behaviors of Principals in Southeast Louisiana
Tuttleton, Jennifer Lee Grice
ProQuest LLC, Ed.D. Dissertation, Southeastern Louisiana University
The importance of education is realized in all facets of life given the direct link between poverty and poor educational outcomes. Education is a rudimentary need; an individual will face many barriers and impediments in life without a sound knowledge base and strong literacy skills. This is the fundamental reason why there has been a considerable amount of political platforms, policy agendas, and educational research aimed at improving the educational system in the United States. A review of the literature suggested that there are key stakeholders already embedded in schools that when leveraged effectively can make the necessary improvement efforts. Leithwood, et al. (2004) acknowledged the influential role of the school principal and its impact on the implementation of school improvement initiatives focused on increasing student achievement. A significant relationship between a principal's behaviors and the academic performance of the school has been established (Beck, 2001; Goldring, Porter, Murphy, Elliot, & Cravens, 2009). The notion of principal influence on school performance presents an opportunity to explore the complexities of this position and measure the extent to which a relationship between student achievement and the learning-centered leadership behaviors of principals exists. This correlational study allowed for exploration of the unique relationship that exists between principals and teachers, that when acted upon, can improve student achievement. This was explored by identifying the levels of effectiveness of principals' use of learning-centered leadership behaviors and the level of their school's performance. The researcher also explored the extent of the relationship between the learning-centered leadership behaviors and school performance. Additionally, the researcher examined the individual behaviors for their unique contribution to the prediction of School Performance Scores (SPS). The research sample consisted of 61 public schools from within seven Louisiana school districts where participation permissions were granted and The Vanderbilt Assessment of Leadership in Education (VAL-ED) data was submitted to the researcher. Extant data from VAL-ED was collected, along with SPS, and used in this correlational study. The findings indicate a statistically significant relationship does exist explaining some of the variation in SPS among schools in the sample. In addition to establishing a relationship, a parsimonious set of learning-centered leadership behaviors were identified as statistically significant predictors of school performance. [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:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Louisiana