Date of Award

2017

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

Abstract

The purpose of this quantitative study was to identify the instructional leadership practices that develop a growth mindset in teachers and to determine if the evaluation model will lead to enhanced pedagogical practices. Schools were separated into schools of affluence and poverty. Schools of affluence had less than a 35% free and reduced lunch status. Schools of poverty were identified as having a free-reduced lunch status of 45% or greater. This study examined research based instructional practices in the areas of curriculum, instruction, and assessment. Other practices that are considered best practices were identified in the areas of professional development and evaluation practices. A link between curriculum, instruction, assessment, professional development, and evaluation and growth mindset were the motivation for this study. It was important to identify the current practices of principals in the areas of curriculum, instruction, assessment, professional development, and evaluation. Five other questions were then generated in which null hypotheses were developed. Do poverty levels explain a statistically significant difference on the curriculum composite score? Do poverty levels explain a statistically significant difference on the instruction composite score? Do poverty levels explain a statistically significant difference on the assessment composite score? Do the curriculum, instruction, assessment, professional development, and evaluation composite scores explain a statistically significant amount of variance within the mindset composite score for schools of poverty? Do the curriculum, instruction, assessment, professional development, evaluation composite scores explain a statistically significant amount of variance within the mindset composite score for schools of affluence? Principals in the states of Indiana, Michigan, Ohio, and Kentucky were asked their perceptions in the areas of curriculum, instruction, assessment, professional development, evaluation and mindset. A 5-point Likert-type agreement scale was used in all areas except instruction and mindset in which participants were asked to choose a level of percentage. Based on the findings, principals report that teachers are using research-based practices in the areas of curriculum, instruction, and assessment. For schools of poverty, instruction and assessment composite scores were predictors for mindset. In schools of affluence, as instruction and professional development composite scores increased, the mindset composite score increased. The overall indication of the research is that poverty levels have a statistically significant difference on the curriculum composite scores. A continued emphasis from leaders in the area of instruction should greatly impact the effect that teachers have on student performance in the classroom. Further identifying the instructional practices in assessment for schools of poverty, the area of professional development for schools of affluence, and a focus on instruction in all schools will facilitate a growth mindset.

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