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District Leadership Practices That Foster Equity: How Educational Leaders Enact and Support Culturally Responsive Practices for English LearnersDrummey, Sandra January 2020 (has links)
Thesis advisor: Vincent Cho / Demographic shifts in American society and public schools have increased the urgency among educators and other stakeholders to ensure educational equity and excellence are a reality for all students (Brown, 2007; Dean, 2002; Gay, 2000; Johnson, 2007). One very notable shift in the United States has been the dramatic enrollment increase of English Learner (EL) students. Supporting ELs’ achievement on standardized testing and increasing their graduation rates have been particular challenges, the meeting of which has required school districts to think differently. Culturally responsive school leadership (CRSL) has been one solution, through the application of which districts can focus on teacher preparation, culturally responsive curricula, school inclusiveness and the engagement of students and parents in community contexts. This study is part of a larger study that examined leadership practices that foster equity, included twenty semi-structured interviews of district leaders, school leaders, and teachers. Findings from this study indicate that school leaders have enacted and supported culturally responsive behaviors to educate ELs and suggest how leaders might employ CRSL behaviors for the dual purpose of supporting ELs’ achievement on standardized testing and increasing their graduation rates. / Thesis (EdD) — Boston College, 2020. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education. Read more
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Leadership for Co-teaching: A Distributed PerspectiveSheehy, Lauren Elizabeth 25 May 2007 (has links)
Educational leadership is challenged with meeting the requirements of No Child Left Behind (NCLB) and the Individuals with Disabilities Education Act (IDEA) legislation which mandates an education for all students. The focus on accessibility and accountability has resulted in more students with disabilities being served in the general education setting. The co-teaching service delivery model is offered in the school environment to provide an education for all students and is intended to include instruction that is specially designed for students with disabilities. Instructional leadership is essential to a successful implementation and maintenance of inclusive practices.
This study sought to provide a better understanding of instructional leadership practices of the co-teaching service delivery model. The purpose of the study was to describe and explain how leaders support co-teaching. A distributed perspective based on the combination of activity and distributed cognition theories has been developed to study school leadership. This distributed perspective views leadership practice as an interaction between leaders, followers, and the situation (Spillane, Halverson, and Diamond 2004). This study examined instructional leadership practices of the co-teaching service delivery model at the elementary level.
Data were collected through a qualitative design, using interviews, observations, and review of documents. Interviews were conducted with administrators responsible for the direct supervision of the co-teaching model and with co-teachers, both general and special educators. Observations occurred in the school setting and related documents were collected and analyzed. The distributed leadership perspective guided the data collection focusing on leadership tasks and functions, task-enactment, and social and situational distribution of leadership practice. The data revealed leadership tasks that included forming the team, scheduling, assigning instructional roles, allocating resources, and developing the co-teacher relationship. Leadership was shared between the administrators and teachers with both providing leadership. School environment, organizational arrangements with available resources, and participants' profile were identified as factors influencing the leadership practice of co-teaching. It is hoped by understanding the leadership roles and responsibilities of co-teaching, educators may better understand and nurture a co-teaching model that supports students in an inclusive environment. / Ed. D. Read more
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The Impact of Principals' Instructional Leadership Practices on Student Achievement in Elementary and Middle Title I Schools within a School Division in VirginiaCox, Judy Smith 25 February 2022 (has links)
Principals of Title I schools have a responsibility to ensure that all students achieve so that they may graduate on time and are career and college ready (Virginia Department of Education [VDOE], 2022b). This research focused on the principals' instructional leadership practices in elementary and middle Title I schools impacting student achievement. The purpose of this qualitative study was to identify principal instructional leadership practices and their perceived impact on student achievement in elementary and middle Title I schools within a school division in Virginia. The research question was, what are the principal instructional leadership practices and their perceived impact on student achievement in elementary and middle Title I schools within a school division in Virginia as reported by principals, assistant principals, instructional coaches, and teachers?
A demographic survey of eight teachers was completed, and one-on-one interviews were conducted with two principals, one assistant principal, and two instructional coaches, and focus interviews held with eight teachers. Data on instructional leadership practices and the perceived impact on student achievement in Title I schools in one school division in Virginia were analyzed. Deductive coding was used for this purpose to determine common themes from the data. Eight major findings were discovered including seven principal instructional leadership practices and the most impactful principal instructional leadership practices. Six of the findings pertain to elementary and middle Title I schools, and two of the findings were specific to elementary Title I schools.
The research could provide current and future practitioners in elementary and middle Title I schools and school divisions with principal instructional leadership practices to help improve overall student achievement and close achievement gaps amongst student groups. Practitioners can utilize the study to assist with the professional development (PD) of Title I school principals and for developing principal preparation programs. Researchers might use the study for literature research-based strategies on instructional leadership practices and the perceived impact on student achievement in Title I schools. Whether students are learning face-to-face, blended, or virtual, these practices can be utilized by leaders of Title I schools to ensure that students achieve. / Doctor of Education / Principals of Title I schools have a responsibility to ensure that all students achieve so that they may graduate on time and are career and college ready. This research focused on the principals' instructional leadership practices impacting student achievement in elementary and middle Title I schools. The research question was, what are the principal instructional leadership practices and their perceived impact on student achievement in elementary and middle Title I schools within a school division in Virginia as reported by principals, assistant principals, instructional coaches, and teachers? A demographic survey of eight teachers was completed, and one-on-one interviews were conducted with two principals, one assistant principal, and two instructional coaches, and focus interviews held with eight teachers. The research might benefit current and future practitioners in elementary and middle Title I schools and school divisions by providing principal instructional leadership practices to help improve overall student achievement and close achievement gaps amongst student groups. Practitioners can utilize the study to help with PD of principals or for developing principal preparation programs. This study might provide researchers with literature research-based strategies on instructional leadership practices and the perceived impact on student achievement in Title I schools. Read more
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Leadership Practices in Higher Education in MongoliaTsend, Adiya 27 April 2000 (has links)
The purpose of this study was to explore leadership practices exercised by higher education leaders in Mongolia from the perspective of American leadership concepts. The study was based on leaders' practices. That is, the study examined how higher education leaders conduct themselves as administrators and how their leadership practices are perceived by their subordinates.
This study differed from most of the related research on higher education in three ways. First, this study focused on leaders in higher education institutions in a transitional country of Asia. Second, previous related studies primarily concentrated on leaders from one sector (public v. private) or one type of post-secondary institution (two-year, four-year, and research universities and colleges). This study encompassed samples from both public and private higher education institutions representing different types of schools (universities, specialized institutions, and professional schools). Third, this study employed both forms of the Leadership Practices Inventory (LPI) instrument: LPI-Self and LPI-Observer. All leaders (Rectors, Deans, and Department Heads) completed an LPI-Self on themselves and all leaders were evaluated by all levels of followers at the institution including faculty members.
The sample consisted of 20 Rectors, 20 Deans, 40 Department Heads, and 200 faculty members from 10 public and 10 private higher education institutions. The LPI-Self and the LPI-Observer instruments were translated into Mongolian and distributed to participants along with a short demographic survey.
Data analysis procedures included: (1) creating individual profiles of self scores and observers scores for each leader using LPI scoring software; (2) producing a spreadsheet of demographic information and LPI data for statistical analysis using SPSS; (3) and, the actual analysis through t-tests, analyses of variance, and multiple comparison techniques.
The results revealed that no group of higher education leaders in Mongolia were rated as high in terms of their practices even by their own self-assessment. Overall, the ratings on all five leadership practices of higher education leaders in Mongolia were lower than those of college and university leaders in the United States. Additionally, the ratings of followers on the practices of their leaders were significantly lower than self-ratings of the leaders themselves in a number of areas. One possible explanation for the findings might be the fact that leaders in higher education institutions in Mongolia are learning about leadership practices by trial and error during the country's transition from a socialist system to a democratic system. / Ph. D. Read more
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Effective Leadership Practices in Improvement-Required SchoolsKimm, Linda L. 05 1900 (has links)
This mixed-methods study identified the effective practices of the principal and leadership team in an Improvement-Required (IR) high school that significantly influenced student achievement and guided their school from IR to a rating of Met Standard in one year. IR or F schools under the new system are schools that failed to meet the state accountability target goals. The high school in this study had a large culturally and economically diverse student population with a high percentage of English learners. The leadership practices were identified through four themes revealed by the qualitative data analysis of focus group and individual in-depth interviews: (a) importance of instructional, collaborative leadership, (b) intentional planning of effective instruction for all students, (c) consistent use of data to guide instruction, and (d) ongoing, data based, targeted staff development. The study findings are significant due to strong corroboration between the qualitative data collected from the interviews and the quantitative results from the faculty survey.
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Teachers’ Perceptions of Leadership Practices on Inclusive Education in Rural Appalachian Elementary SchoolsVermillion, Michael 01 May 2025 (has links) (PDF)
The purpose of this phenomenological study was to examine fifth-grade teachers’ perceptions of principal practices related to the academic achievement of students with disabilities in inclusive schools in the Appalachian region of North Carolina, Tennessee, and Virginia. The study focused on rural Appalachian schools because they face unique challenges related to poverty, isolation, and limited resources that can influence their ability to provide inclusive education.
Data collection strategies included semi-structured individual interviews and document review. The data analysis strategies included transcription of interviews, member checking, coding, and identifying themes. To ensure credibility of findings, rigorous measures such as coding and re-coding, establishing a chain of evidence, peer debriefing, and member checking were employed, enhancing the credibility and dependability of the research outcomes.
Analysis of the data revealed six key themes: data-driven decision-making, vision for learning, instructional leadership, teacher support, school culture and expectations, and inclusive practices. Data-driven decision-making emerged as a critical factor, with principals actively using student performance data to guide instruction and improve outcomes. A strong vision for learning was emphasized, with principals setting high expectations and fostering an inclusive academic environment. Instructional leadership practices supported teachers through guidance, flexibility, and active classroom engagement. Principals were pivotal in providing logistical and emotional support to teachers, which was reinforced through open communication. School culture, shaped by high expectations and a sense of community, was highlighted as essential to fostering an inclusive and supportive environment. Finally, inclusive practices ensured that students with disabilities were integrated into all aspects of school life, promoting both academic and social inclusion. Read more
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Educational Leadership Impact on Early Career Teacher Retention: Making Meaning of School Principal and Classroom Educator PerceptionsRiganti, Heather Victoria 07 February 2025 (has links)
Teacher retention, specifically early career teacher retention, is a prominent issue facing educational leaders. This dissertation addresses the impact high early career teacher attrition has on student academic achievement, establishes the purpose of my qualitative research study, and clarifies the problem of study. Integrated into Chapter 1 is a conceptual framework that outlines leadership and non-leadership factors impacting early career teacher retention. The literature review in Chapter 2 examines current teacher attrition trends as well as practices and policies implemented to improve teacher retention. Literature included in the review is peer reviewed and published between 2012 and 2024. Articles produced from the search criteria were derived from the Virginia Tech remote library's Education Research Complete from EBSCO host, ERIC from EBSCOhost, Educators Reference Complete from Gale, and Teacher Reference Center from EBSCOhost in addition to articles referred to me by Virginia Tech faculty. The connection between leadership practices or behaviors and new teacher retention is supported by current literature. Teacher retention is discussed as a global and national issue as well as an issue facing educational leaders in the state of Virginia. Monetary and non-monetary costs of teacher attrition are discussed in addition to the monetary and non-monetary factors impacting teacher retention. School leadership and the connection to mentorship literature are analyzed to determine the connection between leadership behaviors and new teacher retention. Using the identified research questions in Chapter 1, I outlined my research methodology and framework for my qualitative research study in Chapter 3. The purpose of this study was to investigate the influence educational leadership has, specifically building level principals, on early career teacher retention decisions. The study specifically focused on the secondary level in a medium sized school division in southwest Virginia. I wanted to gain a better understanding of how principals at the secondary level positively contribute to the retention of early career teachers within their schools. New teacher, beginning teacher, novice teacher, and early career teacher are used interchangeably throughout this dissertation. Chapter 4 presents an analysis of individual semi-structured early career teacher interviews and principal interviews. Chapter 5 presents implications and meanings generated from this research study. Meanings made and implication from early career teacher interviews and principal interviews are presented in this study. This study has value in its potential to inform school policy makers, drive future leadership practices, or influence the practice of future school leaders. / Doctor of Education / Teacher retention, specifically early career teacher retention, is an issue facing educational leaders. The purpose of this study was to investigate the influence educational leadership has, specifically building level principals, on early career teacher retention decisions. The study specifically focused on the secondary level in a medium sized school division in southwest Virginia. The researcher (I) wanted to gain a better understanding of how principals at the secondary level positively contribute to the retention of early career teachers within their schools. Five semi-structured interviews were completed with secondary principal participants and eight semi-structured interviews were completed with early career teacher participants. Each research participant completed a demographic survey (see Appendices D and E). Meanings and implication from early career teacher interviews and principal interviews are presented in this study. The researcher (I) outlined themes relevant to the ways principals influence the retention of early career teachers. This study has value in its potential to inform school policy makers, drive future leadership practices, or influence the practice of future school leaders. Read more
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Self-Report of Nursing Leadership Practice After Completion of TrainingWicker, Teri January 2008 (has links)
The purpose of this research project was to examine whether frontline nurse managers who had attended a leadership program, perceived their leadership style as containing behaviors representative of transformational leadership. A secondary purpose was to determine the participant's opinions about the value of a leadership program for their practice. Current literature was utilized to support this research project examining a nursing systems issue.The primary instrument used to collect data about leader practice was the Leadership Practices Inventory (LPI) (University of Georgia, 2002). An evaluation tool was also designed and utilized to gather information about the participant's perception of their leadership behaviors after completion of a training program. Survey participants were selected from nurses who completed the Arizona Healthcare Leadership Academy (AzHCLA) (2007) course in the last four years.A course survey and results from the LPI revealed that study participants perceived an increase in their behaviors related to leading others as well as having learned new skills by having completed the AzHCLA course. Nurse's educational levels were compared to the five leadership practice subgroups from the LPI to examine whether a nurse's educational level could better account for an increase in leadership competencies. Research data revealed that no relationship between educational levels existed but that certain leadership skills were gained by having completed a leadership educational program. By using descriptive statistics, mean scores were used to identify differences in how nurses perceived their individual competencies and behaviors after having completed leadership education. Reported perceptions of competencies and behaviors indicated that educational programs can be beneficial to frontline nurse leaders.While results from an ANOVA showed there was no statistical significance related to education and LPI subgroups, there was a trend in the mean differences for those individuals with a master's degree. Qualitative data revealed that course participants perceived having gained new leadership skills and behaviors. The data from this study created a baseline of information that warrants further investigation to identify if indeed education makes a difference in perceived leadership practices. Read more
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THE PERSPECTIVES OF PRACTICING AFRICAN AMERICAN FEMALE SUPERINTENDENTS IN THE COMMONWEALTH OF VIRGINIA REGARDING THE IMPACT OF SPIRITUALITY ON THEIR LEADERSHIP PRACTICESSmith, Shannon 20 April 2011 (has links)
This qualitative study utilized a phenomenological approach to discover how African American female superintendents in Virginia integrated spirituality into their leadership practices. The struggles and experiences of these women as a population have been uniquely marginalized by both race and gender. These distinct influences have resulted in the development of generations of women who freely proclaim to be grounded in the spiritual. To investigate this topic, data were collected in face-to-face interviews conducted on site in the school division where each superintendent was employed. The data were analyzed using a modified version of Moustakas as proposed by Creswell (2007). Once the interviews were coded for themes, two distinctive themes emerged regarding the leadership practices of these women and the integration of spirituality. Theme One addressed the characteristics of the participants’ spiritual belief systems and their relationship with God according to how they conceptualized the abstract concept of spirituality and used it in their professional decision-making processes. Theme Two delineated more precisely how these women used their personal beliefs to lead from a spiritual center. The discoveries that surfaced via this study add greater validation to Benefiel’s (2005) theory pertaining to spiritual leadership, which emphasizes the actions of the leader who relies on spiritual leadership. This leader-centered perspective contrasts with Fry and Whittington (2005), who suggested that spiritual leadership cannot be understood without also considering the perspectives of those being led. In summary, this study found that each of these women led from a spiritual center and professed to practice spiritual leadership. In other words, they made and carried out decisions that resulted in the fostering of successful school divisions without compromising their biblical principles. They believed that a leader must be more than a managerial or an instructional leader. A leader must lead from within, while at the same time considering the affective aspects of leadership that encompass the whole person and the needs of the entire organization. Read more
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Leadership Practices that Affect Student Achievement: The Role of Mission and Vision in Achieving EquityTaylor, Kris Allison January 2018 (has links)
Thesis advisor: Diana Pullin / It is widely accepted that school leadership has both a direct and indirect impact on student achievement. Hitt and Tucker’s (2016) unified leadership framework summarized a decade of work by numerous researchers identifying the five most effective leadership domains that influence student learning. Using that work as a conceptual framework, this qualitative case study analyzed one of the five interdependent leadership domains in an urban elementary school that succeeded in educating traditionally marginalized students and outperformed other schools with similar demographics in the district. Scholars Hitt and Tucker (2016) state that effective leadership practice includes conveying, communicating and implementing a shared vision. This study focused on the mission-driven leadership practices at the district level and the school level that could have influenced the improved academic outcomes for urban students of color. Another focus of this study was achieving equity for marginalized student populations and whether the district designed policies or programs specifically for students of color in order to eliminate achievement gaps. This study found aligned practices and beliefs at both the district and school level. Findings included a shared understanding of goals and daily practices to achieve the goal. There were expectations in place to observe implementation as well as reliable structures to communicate about goals to maintain a focus on priorities. This project also aimed to learn whether these same practices were engaged if there were initiatives in place to attain equitable outcomes when working with specific marginalized populations. This study found consistency throughout the organization of a resistance to focusing on race. This resistance materialized in the form of taking a color-blind approach to instruction. This approach is in direct contrast to practices called for in the literature for meeting the needs of all students, especially students of color. Recommendations include taking courageous steps as a district by engaging transformational and social justice leadership practices to create an organization that is responsive to the needs of students of color. / Thesis (EdD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education. Read more
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