Leadership Behaviors and Practices of Principals in Predominantly Minority Elementary Schools

Simple item page
dc.contributor.authorFelder, Monique Thereseen
dc.contributor.committeechairTwiford, Travis W.en
dc.contributor.committeememberByers, Larryen
dc.contributor.committeememberAustin, Gilbert R.en
dc.contributor.committeememberMallory, Walter D.en
dc.contributor.departmentEducational Leadership and Policy Studiesen
dc.date.accessioned2014-03-14T20:17:17Zen
dc.date.adate2007-05-10en
dc.date.available2014-03-14T20:17:17Zen
dc.date.issued2006-09-11en
dc.date.rdate2008-05-10en
dc.date.sdate2006-10-11en
dc.description.abstractThe academic performance of African-American, Hispanic and low-income students is an ongoing national problem, as these students are not making the same academic gains as their White, Asian, and more socio-economically privileged peers. Schools across the country are striving to close this achievement gap, especially in light of the Elementary and Secondary Education Act of 2002 (more commonly known as the No Child Left Behind Act), which states as its main objective "to close the achievement gap with accountability, flexibility and choices so that no child is left behind" (Public Law 107-110, 107th Congress, 2002). Research on effective schools shows that schools can positively impact student achievement--especially the achievement of minority and poor students (Andrews & Sonder, 1987; Edmonds, 1981). Moreover, research shows that very few elements account for more inconsistency in student achievement than school leadership (Leithwood, 1994). Principals' behaviors and practices impact student achievement (Edsource et al., 2005; Powell, 2004; Waters, Marzano & McNulty, 2003). Hence, the purpose of this study was to use Powell's (2004) five domains of effective principal leadership behaviors and practices (e.g., vision, mission and culture; curriculum and classroom instruction; collaboration and shared leadership; family and community involvement; and effective management) as a lens to identify, compare and contrast, from the perspective of teachers, the leadership behaviors and practices of principals in predominantly minority elementary schools deemed effective and principals in predominantly minority elementary schools deemed marginally effective. The sample consisted of 20 schools (e.g., 10 effective and 10 marginally effective) in a mid-Atlantic state. Data were collected using a 76-item survey questionnaire developed by Powell (2004).en
dc.description.degreePh. D.en
dc.identifier.otheretd-10112006-085209en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-10112006-085209/en
dc.identifier.urihttp://hdl.handle.net/10919/29242en
dc.publisherVirginia Techen
dc.relation.haspartFelderDissertation.pdfen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectprincipal practicesen
dc.subjectprincipal behaviorsen
dc.subjectachievement gapen
dc.subjectLeadershipen
dc.subjectprincipalsen
dc.subjectadministratorsen
dc.subjecteffective schoolsen
dc.subjectLeadership--instructionalen
dc.subjectAcademic achievementen
dc.titleLeadership Behaviors and Practices of Principals in Predominantly Minority Elementary Schoolsen
dc.typeDissertationen
thesis.degree.disciplineEducational Leadership and Policy Studiesen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.namePh. D.en

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
FelderDissertation.pdf
Size:
22.25 MB
Format:
Adobe Portable Document Format
Download

Collections

Doctoral Dissertations