An Exploratory Correlational Study Examining the Relationship Between the Teacher's Perceptions of School Community Leadership and Student Success in Selected Title I High Schools
Author: Carrie Garippa
Publisher:
Published: 2019
Total Pages: 196
ISBN-13:
DOWNLOAD EBOOKWithin a school organization, the principal drives leadership action to address the needs of the entire school community. However, principal action that is not accepted as a shared vision will ultimately fail. This is especially true in high needs schools where collaboration and climate are key factors in overcoming contextual barriers. With a growing educational gap and dwindling resources, it is vital for a greater understanding in of effective leadership for increased student achievement in Title I high schools. The purpose of this exploratory quantitative study was to uncover the relationship between the perceptions of school community leadership and student achievement in Title I high schools. The teacher perception of leadership provided relational factors to the student achievement variables of measurable student success. Quantitative data was collected through teacher surveys and archival data including Pennsylvania Future Ready Index (Pennsylvania Department of Education, 2019), as defined by Keystone standardized test proficiency scores, graduation rates, attendance, and percentages of student college acceptance rates. The data was statistically analyzed using correlation and regression measures for significance in relationships of student success to teacher perceptions of school community leadership characteristics. Correlational relationships were determined to exist between teacher perceptions of principal leadership as a factor in student achievement on both standardized proficiency tests and on the rate of post-secondary transition of graduating seniors in Title I high schools. Furthermore, individual factors, including clearly defined instructional practices, showed significant correlational relationships across school sites and inverse relationships with reported Future Ready standard scores. The results support the assumption that the teacher perception of leadership affect overall student achievement. Keywords: principal, leadership, perception, achievement, Title I