Department of Educational Administration

 

Date of this Version

10-2015

Document Type

Article

Comments

A DISSERTATION Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Education, Major: Educational Administration, Under the Supervision of Professor Marilyn L. Grady. Lincoln, Nebraska: October, 2015

Copyright (c) 2015 Marc J. Cohen

Abstract

The focus of this mixed methods study was on Maryland Title I elementary principals who led schools to achieving adequate yearly progress during the 2011-2012 school year. At the time of the study, slightly more than one third of the Title I elementary schools in Maryland and throughout the U.S., achieved this status (U.S. Department of Education, 2013).

In-depth interviews were conducted with twenty-five principals from Title elementary schools in Maryland. The Multifactor Leadership Questionnaire (MLQ) Leader Form was administered to the participants as well.

This study findings indicated,

  1. Principals of high-performing, high-poverty elementary schools were more transformational in their leadership behaviors than they were transactional or passive avoidant.
  2. Principals of high-performing, high-poverty elementary schools shared leadership and created opportunities for professional collaboration.
  3. Principals of high-performing, high-poverty elementary schools encouraged strategic thinking and planning to achieve school goals.
  4. Principals of high-performing, high-poverty elementary schools viewed themselves as trainers and developers who built others’ capacity to do the work.
  5. Principals of high-performing, high-poverty elementary schools created open, risk-free, trusting professional environments.
  6. Principals of high-performing, high-poverty elementary schools had a clearly defined, articulated, and shared vision categorized by high expectations.
  7. Principals of high-performing, high-poverty elementary schools sought ways to engage parents and the community in the work of the school.

Adviser: Marilyn L. Grady

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