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ERIC Number: ED587859
Record Type: Non-Journal
Publication Date: 2018
Pages: 199
Abstractor: As Provided
ISBN: 978-0-4381-5008-9
ISSN: EISSN-
Servant Leader Teachers and the Reading Achievement of At-Risk Minority Elementary Students: A Correlational Analysis
Wilkerson, Shelia Lanell Penn
ProQuest LLC, Ed.D. Dissertation, Grand Canyon University
A continued lapse in reading achievement of minority and at-risk elementary school students continues to be a great concern for educators. Servant leadership theory is based on the principle of service and placing the needs of others first. Third through fifth grade elementary school teachers from one of the larger districts in central Arkansas were asked to participate in the study. This quantitative, correlational study measured the strength of the relationship between the variables; due to a low sample size, data were reanalyzed using Kendall Tau-b correlational analysis. Research Question 1 attempted to determine if there was a relationship between the level of servant leadership behaviors in elementary school teachers and the level of improvement in reading achievement of their at-risk minority students. Results for Research Question 1 showed that Vulnerability and Humility was significantly correlated with change in reading scores within the sample of teachers and their students who were measured in 2016 and 2017, t[subscript b] = 0.60, p = 0.003. Research Question 2 attempted to examine if there was a relationship between the level of servant leadership behaviors and the level of improvement in reading achievement of at-risk non-minority students. Research Question 2 showed that the subscale - Vulnerability and Humility correlated with change in reading scores of at-risk non-minority students within the sample of teachers and their students measured in 2017, t[subscript b]= 0.62, p = 0.034. Due to a small sample size, other subscales yielded only marginal correlations. Further research utilizing a larger sample size is recommended. [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
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arkansas