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ERIC Number: ED554692
Record Type: Non-Journal
Publication Date: 2011
Pages: 135
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3030-3987-4
Leadership Behaviors for Continuous School Improvement
Williams, Florence S.
ProQuest LLC, Ed.D. Dissertation, University of West Georgia
In an effort to improve student achievement in our nation's public schools, former President George W. Bush signed into law the No Child Left Behind (NCLB) Act of 2001. The NCLB Act requires that each State Department of Education establishes a set of standards for student achievement with a grading system for making adequate yearly progress (AYP) and a set of sanctions for schools that fall short. Knowing that the NCLB Act does not have stipulations or accommodations for poverty or Title I schools I decided to study the leadership behaviors of a principal whose school demonstrated success in a high poverty/minority school. I selected this principal because her school was one of thirty high performing Title One schools in the state on the mandated assessment. Therefore, the purpose of this study was to identify the leadership behaviors of a Title I elementary principal who led her school to increased student achievement on the state-mandated assessment. The data sources for this case study were onsite observations, interviews, and other artifacts such as handbooks, Title I and School Improvement Plans, the school's AYP reports and meeting agendas. All data were sorted, coded and analyzed, using constant comparative method, to determine the extent to which the principal's behaviors were aligned with the 21 leadership behaviors described by the Balanced Leadership Framework (BLF; Waters, Marzano & McNulty, 2003). Triangulation, using multiple data sources provides the researcher with a rich description of the leadership behaviors of this principal. The BLF (Waters et al., 2003) has the leadership behaviors categorized into three components which are: purposeful community, focus on research-based practices, and magnitude of change. This principal demonstrated behaviors from all three components with directly or indirectly. However, the behaviors of the purposeful community were most often mentioned and they were evidenced throughout the other components. As a result the analysis of all data sources indicated that this principal at this highly successful Title One School demonstrated leadership behaviors of the BLF (Waters et al., 2003) either directly or indirectly through other skilled professionals on her staff. [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 - Laws, Policies, & Programs: No Child Left Behind Act 2001