The Perceptions of Principals Leading High Needs and High Performing Campuses

Autor/in	White, Donita R.
Titel	The Perceptions of Principals Leading High Needs and High Performing Campuses
Quelle	(2023), (160 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Dallas Baptist University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-5858-1
Schlagwörter	Hochschulschrift; Dissertation; Administrator Role; Principals; Instructional Leadership; Academic Achievement; Low Income Students; Poverty; Urban Schools; Achievement Gap; High Achievement; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Principal; Schulleiter; Instruction; Leadership; Bildung; Erziehung; Führung; Schulleistung; Armut; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Principals' roles have been transformed from solely managerial and now include instructional leadership. Principals were formerly responsible for hiring teachers, communicating the vision and mission for the school, and overseeing the daily operations. Currently, the primary focus of school principals is student achievement for all students. The current study identified perceptions of principal leadership behaviors that contribute to student achievement for children living in poverty. The current study represented principals from Texas urban independent school districts and large open enrollment charter schools. Each principal led high-need and high-performing campuses based on the Texas Accountability Rating System. Although extant studies address various ways principals impact student achievement, specific research into how principals who lead high-needs and high-performing schools impact student achievement and close academic gaps is limited. The results of the current study confirmed that principal leadership behaviors directly and indirectly influence student achievement. The leadership behaviors that emerged from the current study which had a direct impact on student achievement in high-needs high-performing schools were data driven decision making, effective hiring practices, and building meaningful relationships. [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.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01