This study examined instructional coaching and other variables on student achievement as perceived by teachers. The independent variables in the study were teacher efficacy, coaching individual teachers, coaching groups of teachers, instructional strategies, teacher-coach interpersonal relationships and teacher demographics. The dependent variable was student achievement. A quantitative survey was given to all third through fifth grade teachers of students participating in free, academic-based, elementary level classrooms in a large Atlanta metropolitan public school district. The three selected schools were Title I schools with over 85% student eligibility for free or reduced lunch and 92% minority student enrollment. Twenty-eight teachers responded to the coaching questionnaire. The results of the study indicated that there was a statistically significant relationship between teachers receiving individualized professional development and student achievement. A regression analysis found that the most impacting variables on student achievement in reading were ethnicity, teacher efficacy, individualized professional development and class size. A regression analysis was used to further determine which independent variables had the strongest impact on student achievement in English language arts. The regression showed that the strongest impacting variables again were ethnicity, teacher efficacy, individualized professional development and class size. Based on the results of the study, it is recommended that the district should provide more individualized professional development in the classroom and additional coaches are needed in order to spend significant amount of time to perform instructional strategies with teachers. To improve teacher efficacy in the classroom, the system needs to strengthen their professional development by providing the kind of instructional strategies that was used in this study. In order to meet the diverse needs of students and increase student achievement, it is recommended that the High Definition Lesson Planning Model and the Observation-Based Instructional Assessment (OBIA) be implemented. In order for a coaching program to remain effective, district officials and building level administrators need to provide clear, explicit, and consistent support. Finally, this study, showed that interpersonal relationships played a significant role in teacher perceptions of a coaches' effectiveness. Therefore, before hiring a coach the school should seek one that can balance a pleasant disposition with professional expertise.

This phenomenological qualitative research examined the factors that influenced seventeen women leaders in K-12 Christian schools and the pathways that lead to their achievement. The research was designed to analyze the pivotal components of their journeys to further understand and enhance training for future women educational leaders. The framework of the research was in response to the underrepresentation of women in leadership counter to those serving as teachers. The participants were acquired through the snowball sampling technique with data collected via online interviews and a discussion board forum. The data was triangulated, coded, and analyzed to result in seven themes. The themes represent consistent components shared in the narratives of the participants regarding their personal journeys to Christian education leadership positions. The themes were both intrinsic and extrinsic in nature. The themes encompassed motivations such as personal desire to serve, a calling from the Lord, a commitment to live in obedience to the Lord’s guidance and valuing the experience as a teacher. The remaining themes represented external influences within the accrediting agency, as well as spiritual and professional mentors who spoke words of encouragement as well as modeled servant leadership behaviors. Suggestions for further research are to include a deeper look into the mentor relationships and whether they are organic in nature or structured. In addition, research could expand to Christian leaders within secular schools. The conclusions of the study supported the literature on both external and internal sources of encouragement for women Christian education leaders. The underrepresentation of Christian educational leadership is not due to obstacles within the Christian educational realm but rather due to a direct correlation of guidance from the Lord. / Doctor of Philosophy in Leadership

This record of study is an examination of the personal costs negotiated by three African American women central office educational leaders. The focus is to identify the personal costs that these women experience as they work as leaders in three different urban educational settings. The purpose of this study is to give voice to these women and to promote the utilization of their knowledge and skills by identifying the costs, consequences of the costs and the ways these women cope, as well as to provide research for the small number of African American female central office leaders. This qualitative study included some of my experiences related to personal costs as well, since I share race and gender characteristics with the women participants and was an integral part of this research study. In addition I used feminist and Black feminist epistemology to guide my work. To access the data, I interviewed each woman twice in a location of her choice. The interviews were audio-taped and then transcribed. The transcriptions were read and re-read and the data unitized. The data were coded by the action or type of experience. Data were compiled into categories and then within each category subcategories were noted. The categories were derived from a combination of codes emerging from the data as well as core themes of Black feminist epistemology. The women in my study were well educated; two of them had doctoral degrees. They noted cost associated with their work as professionals as well as costs associated with their families and home life. Some identified costs were reduced time with families, health issues, few mentors, the scrutiny and burden of being the only African American female on their level in their organizations and salary inequities. To manage the costs the women utilized hired assistance, utilized the support of family and friends, were prayerful and maintained a commitment which centered on the vocation of children‟s education. Recommendations for solutions include a collective sponsorship to address the costs. In addition, it is in the best interest of everyone in schools to have more women like these leaders.

This record of study is an examination of the personal costs negotiated by three African American women central office educational leaders. The focus is to identify the personal costs that these women experience as they work as leaders in three different urban educational settings. The purpose of this study is to give voice to these women and to promote the utilization of their knowledge and skills by identifying the costs, consequences of the costs and the ways these women cope, as well as to provide research for the small number of African American female central office leaders. This qualitative study included some of my experiences related to personal costs as well, since I share race and gender characteristics with the women participants and was an integral part of this research study. In addition I used feminist and Black feminist epistemology to guide my work. To access the data, I interviewed each woman twice in a location of her choice. The interviews were audio-taped and then transcribed. The transcriptions were read and re-read and the data unitized. The data were coded by the action or type of experience. Data were compiled into categories and then within each category subcategories were noted. The categories were derived from a combination of codes emerging from the data as well as core themes of Black feminist epistemology. The women in my study were well educated; two of them had doctoral degrees. They noted cost associated with their work as professionals as well as costs associated with their families and home life. Some identified costs were reduced time with families, health issues, few mentors, the scrutiny and burden of being the only African American female on their level in their organizations and salary inequities. To manage the costs the women utilized hired assistance, utilized the support of family and friends, were prayerful and maintained a commitment which centered on the vocation of children‟s education. Recommendations for solutions include a collective sponsorship to address the costs. In addition, it is in the best interest of everyone in schools to have more women like these leaders.

No description available.

Leadership is contextual and requires educational leaders in public schools to both comply with sweeping political changes and be the catalyst for consistent positive improvements in service to children. The hypothesis of this study is that educational leaders who are demonstrating transformational leadership behaviors are utilizing systemic thinking to make decisions. Scholars who have examined systemic thinking approach argue that it is an engine for dramatic improvements in both organizational function and consistent, productive growth. This study seeks to answer the question: To what extent do educational leaders demonstrate systemic thinking and transformational leadership behaviors? Using observations and interviews, this qualitative study will examine educational leaders understanding of systemic thinking as a approach, their decision-making process, and the relationship between systemic thinking and transformational leadership behaviors. This study will explore potential connections between systemic thinking and transformational leadership behaviors. Implications for practice may include professional development and training in systemic thinking as it relates to a school leader’s intense decision-making process, as well to what extent that this study shows a positive relationship between systemic thinking pursuant to transformational leadership behaviors. / Educational Leadership

The George W. Bush Institute (2016) stated the following: "Across the United States, as many as 700 principal preparation programs are preparing and certifying principals to lead our nation's schools. The methods that preparation programs use to train principals vary nationally and are a source of concern among policymakers, university faculty, and educators (p. 2)." The purpose of this quantitative study was to analyze administrators' perceptions of the program components they perceived prepared them to be effective school leaders, and whether their preparation program components were aligned with the Professional Standards of Educational Leaders (PSEL). The literature review findings indicated that the PSEL, in addition to program components, are necessary for an effective program. A non-experimental quantitative Likert-style scale survey was used to collect data from a snowball sampling of 46 school leaders pursuing or having completed their doctoral degrees. Doctoral students have developed research skills that can be used to apply new knowledge to the education field; therefore, reflecting upon their initial administrative experiences may provide insight into Principal Preparation Programs (PPP). The research findings indicated that school leaders perceived that their program experiences were aligned with the PSEL and they were prepared for administrative assignments after completion of their PPP. The findings also indicated despite being prepared for their assignment, changes were suggested to improve their PPP. Implications for practice for improving their PPP are included in this study, as well as, suggestions for future studies. / Doctor of Education / The purpose of this quantitative study was to analyze administrators' perceptions of the program components they perceived prepared them to be effective school leaders, and whether their preparation program components were aligned with the Professional Standards of Educational Leaders (PSEL). The literature review findings indicated that the PSEL, in addition to program components, are necessary for an effective program. This non-experimental quantitative study used a Likert-style scale to collect data from current and past doctoral students who were administrators. Doctoral students were selected as survey participants because they have developed research skills that can be used to apply new knowledge to the education field; therefore, reflecting upon their administrative experiences may provide insight into Principal Preparation Programs (PPP). The sampling technique of snowballing was used and resulted in 46 survey participants. The research findings indicated that school leaders perceived their program experiences were aligned with the PSEL and they were prepared for administrative assignments after completion of their PPP. The findings also indicated despite being prepared for their assignment, changes were suggested to improve their PPP. Suggested changes to PPPs included curriculum/coursework, practicum/internship, faculty, and method of instructional delivery. Implications for practice for improving PPPs include such considerations as a process to systematically assess graduates to determine what changes should occur to their principal preparation program. Suggestions for future research were also addressed in this study.

Are new school administrators prepared for the surprises, obstacles, and opportunities they are likely to encounter during the first-year in their new role? Sadly enough, too many new leaders do not feel prepared to meet the challenges of their new role as an administrator. In 2006, the National Center for Education Statistics (2006) reported that there were 95,726 administrators in the U. S. Within this pool of administrators, approximately 127 were new hires in the state of Louisiana (LDE, 2006). In an effort to find ways to support, guide, and retain new principals, the Louisiana Educational Leaders Network, under the direction of the Louisiana Department of Education, developed the Louisiana Educational Leaders Induction (LELI) program in 1994. The LELI Program was designed to build administrative, instructional, and professional knowledge and skills of first-year principals and assistant principals with the assistance of a team mentor. Perspectives from elementary and secondary principals regarding their mentoring experiences within the LELI Program during their first year as principals were investigated. Two research participants from each of the eight Louisiana educational regions were selected through stratified random sampling techniques and interviewed. The research question guiding the one-to-one interviews was, ―What are the perspectives of first-year principals regarding their experiences with mentors and the mentoring process within the LELI Program?‖Data from the interviews provided insight about the mentoring elements most crucial to the preparation, support, and leadership of first-year principals. This research study substantiated the belief that mentors and the mentoring experiences of new principals are vital to their survival during their first year. The need exists for continued research that examines the relationship between the mentor and the mentee in creating and sustaining successful schools. Overall, the qualitative results of this exploratory study promoted understanding of the importance of mentors and the mentoring experiences within the LELI Program for first-year principals. Mentoring is a vital component for preparing, supporting, and building leadership in first-year principals, and this study yielded findings organized around eight themes that focus on necessary elements within the mentoring component of the LELI Program.

The overall aim of this thesis is to increase our knowledge of different occupational groups´ views on work with children in need of special support. This is explored in four separate studies. The first study investigates the views of occupational groups in preschools and schools in one municipality. A questionnaire was handed out to all personnel (N=1297) in the municipality in 2008 (72.5 % response rate). The second study explores the views of educational leaders (N=45) in the same municipality. Questionnaire # 2 was distributed in 2009. All the educational leaders responded to the questionnaire. The third study describes the views of different occupational groups concerning special educational needs coordinators´ (SENCOs) role and work. This was highlighted by comparing responses from questionnaire #1 and # 2. Responses concerning SENCOs´ work were also added using a third questionnaire. This questionnaire was handed out in 2006 to chief education officers (N=290) in all municipalities in Sweden. The response rate was 90.3%. Finally, the fourth study presents five head teachers´ descriptions of their work with special needs issues. Study four was a follow-up study of questionnaire # 2. These head teachers were selected because of their inclusive values and because they seemed to be effective according to certain criteria. They were interviewed in January 2012. The results reveal a number of interesting findings. For example, there are both similar and different views among the occupational groups concerning work with children in need of special support. A majority of the respondents in all groups state that children´s individual deficiencies is one common reason why children need special support in preschools/schools. Differences between the occupational groups become especially visible regarding their views of SENCOs‟ work. Critical pragmatism (Cherryholmes, 1988) is applied as a theoretical point of departure. Skrtic´s (1991) critical reading and analysis of special education relative to general education is specifically used to interpret and discuss the outcome of the studies. Additionally, Abbott´s (1988) reasoning concerning the “division of expert labor” is used to discuss the occupational groups´ replies concerning “who should do what to whom”. The findings in the studies are contextualized and theoretically interpreted in the separate articles. However in the first part of this thesis (in Swedish: Kappa), the theoretical interpretations of the empirical outcome are discussed in more detail and the results are further contextualized and synthesised. Inclusion and premises for inclusive education are also discussed in more depth in the first part of the present thesis.

The overall aim of this thesis is to increase our knowledge of different occupational groups´ views on work with children in need of special support. This is explored in four separate studies. The first study investigates the views of occupational groups in preschools and schools in one municipality. A questionnaire was handed out to all personnel (N=1297) in the municipality in 2008 (72.5 % response rate). The second study explores the views of educational leaders (N=45) in the same municipality. Questionnaire # 2 was distributed in 2009. All the educational leaders responded to the questionnaire. The third study describes the views of different occupational groups concerning special educational needs coordinators´ (SENCOs) role and work. This was highlighted by comparing responses from questionnaire #1 and # 2. Responses concerning SENCOs´ work were also added using a third questionnaire. This questionnaire was handed out in 2006 to chief education officers (N=290) in all municipalities in Sweden. The response rate was 90.3%. Finally, the fourth study presents five head teachers´ descriptions of their work with special needs issues. Study four was a follow-up study of questionnaire # 2. These head teachers were selected because of their inclusive values and because they seemed to be effective according to certain criteria. They were interviewed in January 2012. The results reveal a number of interesting findings. For example, there are both similar and different views among the occupational groups concerning work with children in need of special support. A majority of the respondents in all groups state that children´s individual deficiencies is one common reason why children need special support in preschools/schools. Differences between the occupational groups become especially visible regarding their views of SENCOs‟ work. Critical pragmatism (Cherryholmes, 1988) is applied as a theoretical point of departure. Skrtic´s (1991) critical reading and analysis of special education relative to general education is specifically used to interpret and discuss the outcome of the studies. Additionally, Abbott´s (1988) reasoning concerning the “division of expert labor” is used to discuss the occupational groups´ replies concerning “who should do what to whom”. The findings in the studies are contextualized and theoretically interpreted in the separate articles. However in the first part of this thesis (in Swedish: Kappa), the theoretical interpretations of the empirical outcome are discussed in more detail and the results are further contextualized and synthesised. Inclusion and premises for inclusive education are also discussed in more depth in the first part of the present thesis.