A Study of the Articulated Leadership Practices of Principals in Relation to the Literature on the Characteristics of High Performing Principals
Year: 2013
Type: dissertation
Abstract: 2013 In the modern world of education and 21st century school systems, improvements in student achievements are recognized as the foremost objective of school reforms and restructuring efforts. The criticism continues to spread across the country for public schools that fail to meet students’ needs, especially in the urban areas where the achievement gap is widening. School communities and educational leaders continue to demand more accountability from principals as instructional leaders because of the decline in student achievement, as measured by states’ standardized achievement tests. The trend in most school systems is that the school principal is required by the systemic authorities to improve student learning. School leaders who can develop positive relationships among teachers and students also may increase student achievement (Ewing, 2001). The purpose of this study was to examine the articulated leadership practices of principals in relationship to the literature on the characteristics of high performing principals. The intent of the study was to support school districts in training and developing principals to become effective instructional leaders and positive change agents in their schools. This study was also conducted in an effort to address concerns such as leadership style, school climate, teacher collective efficacy, collaboration, shared decision making, and student achievement in schools.
Author: Janet Grooms
Institution: Seton Hall University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W92585734