Instructional Leadership Behaviors of Principals at High-performing, High-povery High Schools in Louisiana
Instructional Leadership Behaviors of Principals at High-performing, High-povery High Schools in Louisiana

Author: Shavon Savoy-Helaire

Publisher:

Published: 2022

Total Pages: 0

ISBN-13:

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"This study examined the instructional leadership behaviors of principals at highpoverty, high-performing high schools in Louisiana. Using the conceptual framework developed by the researcher through the analysis of literature, fundamental instructional leadership characteristics and behaviors revealed three constructs: (a) Delineating the School's Vision, (b) Overseeing the Instructional Program, and (c) Fostering a Positive School Culture. Embedded within each theme are sub-constructs of principal instructional leader behaviors that contribute to producing student success at high-poverty schools. The purpose of this study is to determine the instructional leadership behaviors of principals who have successfully increased student achievement at high-poverty, highperforming high schools in Louisiana. The researcher completed a qualitative multiple- iv case study of two public high schools in Louisiana where over 50 percent of the students were classified as economically disadvantaged, and their School Performance Score (SPS) was no lower than a B for the last three years, as evidenced by the school's annual state report card. The researcher interviewed principals and focus group participants from each respective school. A principal interview protocol and teacher focus group protocol was utilized to collect data and triangulate the responses of each school principal and teacher focus group participants at the two sites to understand how their respective principals contributed to the school's success. A qualitative cross-case comparison was employed using the results of the findings to compare those instructional leadership behaviors within the three constructs between the two schools. This study revealed that both principals' behaviors were conducive to student success. The principals positively influence their staff and students, and people are willing to follow their lead. Furthermore, both school leaders exhibited transformational and collective leadership characteristics. The principals revisited their school vision often, established a safe and welcoming environment for students and staff members, set high expectations, and encouraged maintaining an open mindset regarding student potential and performance while holding everyone accountable for meeting those expectations. The following themes emerged: (1) Values and Beliefs, (2) Relationships, and (3) High Expectations. The principals' values and beliefs transcend beyond just their vision and goals and are implemented throughout various aspects of school goals, policies, and procedures. A strong element of bonding and a sense of camaraderie was discovered on v both campuses among teachers and staff and with students and parents. Belief in students' potential through establishing high expectations was revealed many times throughout the study. Both principals heavily emphasized how teachers must have positive mindsets regarding student achievement. Implications for principal leadership preparatory programs, improved leadership practices, better district support and collaborative efforts, and state educational policies are significant and aid in continuing to close the achievement gap."--abstract.

Comparison of the Leadership Behavior of Principals in Adult High Schools and Traditional High Schools
Comparison of the Leadership Behavior of Principals in Adult High Schools and Traditional High Schools

Author: Maryam Hill

Publisher:

Published: 2011

Total Pages: 90

ISBN-13:

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This study was designed to compare the leadership behaviors of principals of adult high schools to that of principals of traditional high schools. According to the Tennessee Department of Labor & Workforce Development (2005) approximately 1.2 million adults over the age of 18 do not have a high school diploma or GED. A review of literature concluded that a limited amount of research has been reported on adult high school programs. The presence of adult high schools in Tennessee warrants exploration of approaches to leadership, which aid in the increase implementation of these schools. The sample population consisted of twenty principals: ten adult high school principals and ten traditional high school principals. The Leader Behavior Description Questionnaire Form XII Self was self-administered to measure leader behavior in the following dimensions: Representation, Reconciliation, and Tolerance for Uncertainty, Persuasion, Structure, and Tolerance for Freedom, Role Assumption, Consideration, and Production in Emphasis, Predictive, Integration, and Superior Orientation. A demographic survey was self-administered to determine participants' years of teaching experience, years as a principal, and highest degree of educational attainment. A one-way analysis of variance (ANOVA) revealed that there was a statistically significant difference in the leadership behaviors of principals in adult high schools, compared to principals in traditional high schools. The results from the study concluded that adult high school principals incorporate more consideration in their leadership and traditional high school principals incorporate more structure in their leadership.

Effective Educational Leadership
Effective Educational Leadership

Author: Nigel Bennett

Publisher: SAGE

Published: 2008-03-25

Total Pages: 322

ISBN-13: 1847871046

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`Keith Grint′s persuasive essay on the art of leadership in Effective Educational Leadership is uncannily accurate′ - Tim Brighouse, Times Educational Supplement `its unique contribution is the exploration of links between leadership discourses and the themes that have emerged from the school effectiveness movements since the 1980s. Riley and MacBeath provide one of the most valuable contributions to the volume by arguing that there are no generic recipes for educational leadership but ingredients which need to be carefully selected with a knowledge of specific contexts and needs. I would use this book with graduate students and practitioners seeking to develop a perspective about contemporary educational leadership. Its greatest contribution is its exploration of the links between effective leadership and effective education. The book also provides optimism in that many of the authors have not capitulated to the reductionist visions of the past two decades. There is still hope that educational theorists and practitioners view the life world as the true source of educational inspiration′ - Journal of Educational Administration `Leadership is the theme of this decade. This series provides an enormously valuable overview of all the critical issues involved in designing leadership as the main strategy for educational reform.... A great and timely collection′- Michael Fullan, Dean, OISE/University of Toronto `This book makes an excellent contribution to the current debate on Educational Leadership. It blends theory with practice and as such provides an important resource for many aspects of leadership development programmes at a variety of levels. Its ability to draw upon international perspectives along with examples beyond conventional educational parameters enhances its quality. The book contains a well documented account of how leadership has been studied which will appeal both to the academic reader, and to the professional provider of CPD in leadership, offering a wealth of information that can be practically adopted and adapted for a range of courses′ - Stephen Merrill, Journal of Inservice Education Educational management and administration studies focus on leadership as a key determinant of effective educational institutions; and currently, much leadership preparation is characterized by a rational skills-focused approach. Placing current thinking in leadership studies in its organizational and historical context, this book explores its implications for leadership preparation, leadership theory in action and examines some of the dilemmas and tensions facing educational leaders in practice. It draws on literature and research from both the private and public sectors. It is deliberately international in its content and focus, and examines a range of practice both within and outside education. Each chapter has a short introduction by the editors setting it in context. This book is for providers and students in higher educational institutions; for postgraduate level courses in educational management; and for leadership development provision for Headteachers induction programmes, NPQH and LPSH. It is also suitable for short courses and for practitioners occupying or aspiring to leadership roles in schools, colleges and other educational organizations.

School Leadership That Works
School Leadership That Works

Author: Robert J. Marzano

Publisher: ASCD

Published: 2005

Total Pages: 204

ISBN-13: 141660314X

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This guide to the 21 leadership responsibilities that influence student achievement will help school leaders focus on changes that really make a difference.

Leadership Behaviors in High School Principals
Leadership Behaviors in High School Principals

Author: Kenneth R. Jarnagin

Publisher:

Published: 2004

Total Pages:

ISBN-13:

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This study examines the relationship between principal leadership practices and teacher morale. A sample of ten public secondary schools, with a total of 664 teachers and ten principals, participated in this study. The Leadership Practices Inventory (LPI)(Kouzes and Posner, 2002) was used to gather information regarding the principals' leadership behaviors. Teacher morale was measured by using the Purdue Teacher Opinionaire (PTO)(Bentley & Rempel, 1968). The PTO provides a total score as a single measure of the general level of teacher morale while also providing ten subscale scores on different dimensions of teacher morale. Demographic data was gathered through the Tennessee State Department of Education website and through personal interviews with school officials. Research questions explored teachers' overall level of morale, self-perceived and observer-perceived leadership practices of the principal, differences in teacher morale between less experienced and more experienced teachers, the specific leadership behaviors affecting teacher morale, and organizational and structural dimensions of each school that may impact teacher morale. Results showed that teachers who participated in this study exhibited a moderately high degree of teacher morale. The principals who took part in this study exhibited a higher rating in self-perceived leadership practices than the level found in existing research. Principals in this study also indicated that they engaged in the identified leadership practices more frequently than their teachers' perceptions of their behavior. There were significant differences between teachers with five or fewer years of teaching experience and those with more than five years experience. In measuring the relationship between leadership practices and teacher morale, a positive correlation was revealed pertaining to each of the five factors. In the analysis of school demographic characteristics and teacher morale, it was revealed that there was a relatively strong, positive relationship between teacher morale and Act scores as well as student matriculation to college. Recommendations for future research are presented.

Leadership Behaviors Used by Principals of Large High Schools Compared to Principals of Small High Schools
Leadership Behaviors Used by Principals of Large High Schools Compared to Principals of Small High Schools

Author: Kimberly Lynn Garrett

Publisher:

Published: 2015

Total Pages: 350

ISBN-13: 9781321692648

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The purpose of this multi-case study was to examine if there may be a perceived relationship between the size of the school and the leadership behaviors of the four principals. This purpose was achieved through a qualitative inquiry of principal interviews, principal survey, observation of a principals' leadership team meeting, focus group interview with the principals' leadership team, and analysis of the extant texts: principals' time log for one week, organizational chart, and agenda for a leadership team meeting. The data were reduced through two cycles of coding which then further analyzed resulting in the identification of five major themes. Finding one: All four principals appeared to have six common leadership behaviors that did not appear to be different based on the size of the school. Finding two: All four principals appeared to have six leadership behaviors that looked differently based on the size of the school. Finding three: While all four principals demonstrated their understanding of the need for "being visible with students," "being visible with teachers," "knowing your students," and "knowing your staff," they all recognized that these skills would be easier to develop and execute in a small school compared to a large school. Finding four: The additional behaviors that were present in the leadership behavior of "organizing" in the principals of large schools may have supported additional leadership behaviors in "communicating with students," "communicating with staff," and "developing leaders" in the principals of the large schools. Finding five: The two leadership behaviors of "seeking input" and "setting direction/limits" appeared to counter-balance each other depending on the size of the school. Synthesis of the findings suggest that while there are common leadership behaviors among these four principals, there were also differences in their leadership behaviors that indicated that there may have been a perceived relationship between the size of the school and the leadership behaviors of the four principals. The descriptions of the leadership behaviors of the four participants in this study lend credibility to the argument that leadership does not take place in a vacuum. How leadership is implemented is dependent upon many factors, including the size of the environment.

Deliberate and Courageous Principal
Deliberate and Courageous Principal

Author: Rhonda J. Roos

Publisher: Solution Tree Press

Published: 2021-10-15

Total Pages: 242

ISBN-13: 1952812364

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Fully step into your power as a school principal. By delving deep into five essential leadership actions and five essential leadership skills, you will learn how to grow in your role and accomplish incredible outcomes for your students and staff. Author Rhonda J. Roos provides clear direction for establishing a vision, reframing conflict, leaning into the positive, and much more. Study the five essential actions and five essential skills all leaders must adopt to develop successful, high-achieving schools. Discover how to create a collective vision and learn next steps to move progress forward. Observe strategies to maintain a positive outlook as you hone your leadership skills. Review the most effective ways to manage time, organize meetings, and address other common concerns shared by principals at every level. Receive reflection questions, next steps, and reproducible templates to deepen understanding of effective leadership. Contents: Introduction Part 1: Essential Leadership Actions Chapter 1: Establish a Vision Focused on Learning Chapter 2: Clarify the Essential Work Chapter 3: Create Teams to Move the Work Forward Chapter 4: Take Action (Instead of Being Busy) Chapter 5: Lead Effective Meetings Part 2: Essential Leadership Skills Chapter 6: Build Relationships Chapter 7: Reframe Conflict Chapter 8: Hold People Accountable Chapter 9: Lean Into the Positive Chapter 10: Turn Inward Closing References and Resources Index

Ten Traits of Highly Effective Principals
Ten Traits of Highly Effective Principals

Author: Elaine K. McEwan

Publisher: Corwin Press

Published: 2003-05-30

Total Pages: 289

ISBN-13: 1483360822

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"I feel that this is a book that principals will be interested in purchasing and reading. It has practical advice and relevant examples of how the advice can and has been implemented." Phillip Silsby, Principal Belleville West High School, Belleville, IL "I could hear the voices of some of the principals who were interviewed speaking to me. The author clearly knows how to gather information and present it in a meaningful way." Bonnie Tryon, Zone 2 Director National Association of Elementary School Principals "This is a powerful guidebook for new principals. More than that, it also contains valuable insight and examples to assist veteran principals in growing and improving professionally." Kimberly Kay Janisch, Principal Watertown High School, Watertown, SD How can principals raise achievement levels, energize teachers, and get results? How can you remain productive and effective in this age of accountability? Highly effective principals have strong communication skills, high levels of knowledge about teaching and learning, and the ability to provide instructional leadership. This excellent, new resource provides principals, administrative teams, and educators with tremendous resources to hone these skills and traits. Ten Traits of Highly Effective Principals contains ideas, reflections, behaviors, habits, and stories from the trenches to guide and inspire as you seek to increase your own effectiveness. Each chapter in this resource describes an essential component of personal effectiveness. A highly effective principal is A communicator—listen, empathize, and connect An educator—with a depth of knowledge; motivates intellectual growth An envisioner—focused on the vision of what schools can be A facilitator—building strong relationships A change master—flexible, futuristic, and realistic, and can motivate change A culture builder—communicating and modeling a strong, viable vision An activator—with motivation, energy, and enthusiasm to spare A producer— building intellectual development and academic achievement A character builder—whose values are trustworthiness, respect, and integrity A contributor—whose priority is making contributions to the success of others Transform your school into a community of learners, set high academic and behavioral expectations, and create a culture where children feel special and safe.