Date of Award
2015
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
Abstract
The purpose of this qualitative phenomenological study was to examine the unique qualities of principal leadership that may help explain high student achievement in high-poverty schools. Through this qualitative study, and through semi-structured interviews, the perceptions of key staff members, including the principal, in four high-achieving, high-poverty high schools were explored to make these determinations. The public schools in these studies were located throughout the state of Indiana and represented both rural and urban districts. The topics of the related literature reviewed included leadership, principal leadership, the effects of poverty onEducation, and the effects of principal leadership on achievement. In this study, themes of principal leadership in high-achieving, high-poverty schools include relationship building, principal accessibility and authenticity, the effects of professional development, shared leadership, and high expectations. Aspects that surfaced for the topic of how principal leadership may affect achievement in high-poverty schools were relationship building, high expectations for students, and a comprehensive focus on professional learning communities. Insight gained from this study should help principals in high-poverty schools hone their leadership skills to improve student achievement.
Recommended Citation
Balitewicz, Thomas F., "Principal Leadership In High-Achieving, High-Poverty Schools" (2015). All-Inclusive List of Electronic Theses and Dissertations. 1433.
https://scholars.indianastate.edu/etds/1433