ERIC Number: ED651853
Record Type: Non-Journal
Publication Date: 2024
Pages: 169
Abstractor: As Provided
ISBN: 979-8-3823-0300-0
ISSN: N/A
EISSN: N/A
Available Date: N/A
Leadership Practices and Instructional Strategies to Advance Student Achievement in Title 1 Elementary Schools
Paula Michelle Watson
ProQuest LLC, Ed.D. Dissertation, Walden University
This qualitative single case study aimed to explore how administrative team members perceived their leadership practices and instructional strategies that advance student academic outcomes on annual mathematics and literacy state assessments. Transformational leadership was the conceptual framework for data collection and analysis. Three research questions focused on how elementary administrative team members perceived leadership practices to advance student achievement in mathematics and literacy, their perceptions of the effectiveness of the leadership strategies used, and their perceptions of instructional strategies used to advance student achievement in mathematics and literacy. This single case study included the cases of three elementary school administrative teams consisting of three elementary principals, three assistant principals, and three school improvement specialists. The selection criteria consisted of leadership team members in the three elementary schools serving as study sites that have not made academic progress on the ACT Aspire assessment from the school years 2019, 2021, and 2022. The study revealed that leadership teams exhibited transformational leadership practices. A data review identified that the implemented practices had not increased students' academic achievement in Title 1 elementary schools. The perspectives of the administrative leadership team members provided insight into the significance of instructional strategies and successful leadership practices in raising student academic attainment. Positive social change outcomes can be achieved through identifying intentional methods and practices to increase student achievement when principals are equipped with a deeper understanding of the specific instructional leadership strategies that positively influence student achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]
Descriptors: Leadership Styles, Educational Strategies, Academic Achievement, Disadvantaged Schools, Elementary Schools, Administrator Attitudes, Achievement Tests, State Standards, Elementary School Mathematics, Mathematics Tests, Literacy Education, Principals, Assistant Principals, Specialists
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: ACT Aspire
Grant or Contract Numbers: N/A
Author Affiliations: N/A