Date of Award
1997
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
Abstract
This investigation was conducted in an effort to determine whether principals were consistent in their beliefs and actions with regard to reading instruction within their individual schools. Whether those beliefs had an effect on third grade students' reading comprehension as measured by the Indiana Statewide Testing forEducational Progress (ISTEP) was also investigated. The sample included 43 elementary principals randomly selected across Indiana during the Spring of 1996. Data for the study were gathered from three sources. First, DeFord's Theoretical Orientation to Reading Profile (TORP) was used to examine principals' beliefs (phonics, skills, whole language) about the teaching of reading. Secondly, the researcher added a fourth category (eclectic) and developed the Principal Actions Questionnaire (PAQ) to determine if those beliefs were impLemented in the classroom, Lastly, third grade students' reading comprehension scores were used as an indicator of the reading achievement in individual principals' schools. Quantitative comparisons were made using the Pearson r statistic, and mean group scores were compared utilizing a one-way ANOVA. Findings revealed statistically significant correlations (p $<$.05) between the following: (a) TORP and PAQ, (b) TORP and ISTEP, and (c) PAQ and ISTEP. No significant difference was found between consistency scores (TORP and PAQ) and ISTEP scores. Additionally, no significant differences were found on the ANOVA. Results of the study have implications for elementary principals as instructional leaders, especially with regard to reading achievement.
Recommended Citation
Jarrett, Robert Michael, "A Correlation Study Of Principals' Beliefs And Actions With Regard To Reading Instruction And Reading Achievement" (1997). All-Inclusive List of Electronic Theses and Dissertations. 740.
https://scholars.indianastate.edu/etds/740