Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves [86]-91).

Educational leaders have shared concerns of the shortage of qualified candidates applying for principal openings, particularly at challenging schools, such as turnaround schools (Gurley, Anast-May, and Lee, 2015; Kutash et al., 2010). The challenge of turning around a failing school makes it essential to study when and how successful turnaround principals adapt their leadership practices in their unique contexts. Kouzes and Posner (2017) studied leaders at all levels from a variety of organizations. Their research identified five common leadership practices. Good leaders model the way, inspire a shared vision, challenge the process, enable others to act, and encourage the heart (Kouzes and Posner, 2017). The purpose of this study was to compare Kouzes and Posner's five leadership practices with what successful elementary school turnaround principals described as performing at their personal best. This research was conducted at a Mid-Atlantic school district, Riverdale Public Schools (pseudonym). Seven successful elementary school turnaround principals were interviewed. The leadership practices of these principals were compared to Kouzes and Posner's five leadership practices to determine where their leadership practices were consistent with what turnaround principals described as their personal best experiences. The information gained will contribute to the knowledge base of prioritizing essential leadership actions for turnaround leadership. / Doctor of Education / Being an elementary school principal is challenging work. Leaders have shared concerns of the shortage of qualified principals applying for schools that failed to meet state or national academic benchmarks (Gurley, Anast-May, & Lee, 2015; Kutash et al., 2010). The challenge of improving a failing school makes it important to study when and how successful principals lead in these situations. Kouzes and Posner (2017) studied leaders at all levels from a variety of organizations. Their research identified five common leadership practices. Good leaders model the way, inspire a shared vision, challenge the process, enable others to act, and encourage the heart (Kouzes & Posner, 2017). This study compared Kouzes and Posner’s five leadership practices with what successful elementary school principals described as performing at their personal best. This research was conducted at a Mid-Atlantic school district, Riverdale Public Schools (pseudonym). Seven elementary school principals who were hired to lead a failing school were interviewed. The leadership practices of these principals were compared to Kouzes and Posner’s five leadership practices to determine where their leadership practices were consistent. The information gained from this research study will contribute to the knowledge base of prioritizing essential leadership actions for failing schools.

This study investigated the overall job satisfaction level and motivators of job satisfaction for elementary school principals in Central Virginia using the MinnesotaSatisfaction Questionnaire (1977) revision via Web-based survey through Virginia Commonwealth University's Inquisite Survey System. The research literature supports job satisfaction of school principals being a worthwhile topic of study. Researching aspects of job satisfaction is important because a job is not merely life-sustaining, but enriching and enhancing (Darboe, 2003), and the impact of leadership on everyone in schools is substantive. Elementary principals' general job satisfaction level was investigated using descriptive demographic data and the Minnesota Satisfaction Questionnaire (MSQ) through Web-based survey. Using 4 of Frederick Herzbergfs (1959) 6 motivators from the MSQ (i.e., Achievement, Advancement, Recognition, and Responsibility), job satisfaction level was examined in terms of variance in relation to the respondents' gender, age, level of education, salary level, years of experience, number of full-time assistant principals, school socioeconomic status, school size, or accreditation status assigned by the Virginia Department of Education. This study collected information from 85 out of a possible 151 public elementary school principals across 14 school divisions in Region I of Central Virginia. The findings of this study suggest that on an overall basis respondents were satisfied with their jobs. They were also satisfied with their job as it relates to Herzberg's four motivators associated with those particular scales of the MSQ. Findings demonstrated that job satisfaction level did not significantly vary in relation to the nine demographic variables except in one category, level of education. Respondents with education beyond master's degrees were more satisfied with their sense of achievement. The response rate for this Web-based survey was 56%. This response rate contrasts with most literature that described Web-based surveys as having lower response rates than mailed surveys (Fricker & Schonlau, 2002). This indicates that principals will answer Internet surveys in higher numbers when asked to do so, when using repeated contacts, and/or when a colleague requests their participation. It would be worthwhile to replicate this study using a wider demographic area or through the use of qualitative methodology.

Current school reforms under No Child Left Behind (NCLB, 2001) call for effective leadership from federal and state levels and across the school district from the superintendent to the school level to improve student learning. Part of the complexity of NCLB is greater superintendent accountability for increased student learning, which necessitates new conceptions of superintendent leadership behaviors.An unexplored area of educational research involves elementary principals' and superintendents' perceptions of superintendents' leadership behaviors and perceptions of superintendents' leadership behaviors for Dynamic Indicators of Basic Early Literacy Skills (DIBELS) implementation. Additionally, an unexplored area of educational research is the comparison of elementary principals' perceptions of superintendent leadership behaviors with superintendents' self-reported leadership behaviors. The purpose of this study was to examine principals' and superintendents' perceptions of superintendents' leadership behaviors for DIBELS implementation.This mixed methods comparative case study used Q-methodology, and principals' and superintendents' interviews. Field observations and document analysis enriched the descriptions and understandings of superintendent leadership in this study.Findings indicated superintendents set defensible directions and influenced principals to implement DIBELS. Superintendents provided a leadership support network for principals comprised of mid-level district administrators. The relationships in this network, coupled with supports and resources in the network, gave principals access to social capital for DIBELS implementation.

A number of significant changes have occurred in our public schools in recent years. These changes include shifting federal program priorities, adoption of state curriculum standards, and the implementation of site-based decision-making. These changes come at a time when schools are experiencing significant changes in the ethnic and socioeconomic composition of their student body and when many families are struggling to meet challenges arising from poverty or job requirements. Attention has been given to the impact these changes are having on teachers, parents, and students. Little attention has been given, however, to the impact these changes are having on principals. The purpose of this study was to increase understanding of a principal's worklife in an achieving urban elementary school with a large number of at-risk students. The study examined one principal's methods of dealing with everyday problems associated with leading in a school that serves children of color and 98% of the students meet low-income criteria (i.e., they qualify for free or reduced-price lunch). Over the past five years, second grade students showed increases in reading beyond those achieved by minority students in the school division. Attendance rates over the past five years show improvement. Interviews, observations, and the Multifactor Leadership Questionnaire (Bass & Avolio, 1995) were used to collect data. From these data, a case study was written. The report of case study findings describes the worklife of the principal, school characteristics, and school outcomes. Conclusions drawn from the case study indicate that the worklife of the principal has similarities to the worklife of other elementary principals. However, due to school characteristics and external factors elementary principals serving in urban schools with a large number of at-risk students can expect an escalated level of intensity and demand on a daily basis. Findings of this study have relevance for urban elementary school principals desiring to increase achievement. Further, findings suggest that urban elementary schools serving a large number of at-risk students can achieve successful outcomes. / Ed. D.

Doctor of Education / Department of Educational Leadership / Trudy A. Salsberry / Increasing student achievement is at the forefront of the school reform movement. Today’s educators are called upon to raise academic standards to the highest level in history with common core standards that align with international benchmarks. One of the most rapidly-growing improvement efforts in today’s schools is the development of professional learning communities (PLCs). Research shows a link between PLCs and increased student achievement. Additional information is needed about how school leaders have successfully supported sustainable PLCs within their schools. The purpose of this multi-site case study was to understand the types of principal behaviors as perceived by both teachers and principals that are most meaningful in the support of PLCs. The study also examined the intersection of the dimensions of learning-centered leadership and the critical attributes of PLCs. This study concluded that in professional learning communities, principals and teachers share a vision for learning and address the needs of all learners. The following leadership dimensions are perceived to be important in the support of professional learning communities: the principal’s knowledge and involvement in curriculum and instruction, the principal’s knowledge and involvement in the assessment program, and the principal’s influence on organizational culture. The study also revealed that when learning-centered leadership and professional learning communities intersect, shared leadership and collective learning are perceived to occur. Commonalities among the five cases in this study were affirmed, but each school site also had unique characteristics. In particular, one site emerged as an exemplar for strong teacher leadership.

The purpose of this study was to explore the relationship between the attitude toward mathematics, including related mathematics anxiety, and the frequency of classroom observations of mathematics lessons by elementary school administrators. This study considered Approach-Avoidance Motivation as part of the conceptual framework guiding the research. Approach-avoidance motivation refers to a person's approach of tasks that are pleasant or enjoyable and avoidance of tasks that are disliked or not enjoyable. This research sought to answer the questions: 1. What is the academic background in mathematics of elementary school administrators? 2. What is the attitude toward mathematics of elementary school administrators? 3. What is the frequency of classroom observations of mathematics lessons by elementary school administrators? 4. What, if any, is the relationship between the attitude toward mathematics, including related mathematics anxiety, and the frequency of classroom observations of mathematics lessons by elementary school administrators? The participants in this study included elementary school principals and assistant principals in one school division in Virginia. Data were collected to investigate the mathematics background, attitude toward mathematics, and frequency of classroom observations of mathematics lessons by elementary school administrators. This study also examined the possible relationship between the attitude toward mathematics, including related mathematics anxiety, and the frequency of classroom observations of mathematics lessons. The attitude toward mathematics, including related mathematics anxiety, was found to have no relationship with the frequency of both formal and informal classroom observations of mathematics lessons conducted. The sample population data indicated positive attitudes toward mathematics and low levels of mathematics anxiety, which conflicts with some previous research (Dorward and Hadley, 2011; Hembree, 1990). The mathematics background of participants was found to be limited in the number of mathematics courses completed and teaching licensure endorsements specific to mathematics instruction. The findings provide educational leaders with relevant research related to attitude toward mathematics and the instructional leadership practice of observing mathematics classrooms. Central office and school leaders could benefit from explicit expectations relating to the observation of mathematics lessons in schools. / Ed. D. / The purpose of this study was to explore the relationship between the attitude toward mathematics, including related mathematics anxiety, and the frequency of classroom observations of mathematics lessons by elementary school administrators. This study considered aspects of avoidance theory as part of the conceptual framework guiding the research. Approach-avoidance motivation refers to a person’s approach of tasks that are pleasant or enjoyable and avoidance of tasks that are disliked or not enjoyable. Elementary school principals and assistant principals in one school division in Virginia participated in this study. Data were collected to investigate the mathematics background, attitude toward mathematics, and frequency of classroom observations of mathematics lessons by elementary school administrators. This study also examined the possible relationship between the attitude toward mathematics, including related mathematics anxiety, and classroom observations of mathematics lessons. The attitude toward mathematics, including related mathematics anxiety, was found to have no relationship with the frequency of classroom observations of mathematics lessons conducted. The study data indicated positive attitudes toward mathematics and low levels of mathematics anxiety in study participants, which conflicts with some previous research (Dorward & Hadley, 2011; Hembree, 1990). The mathematics background of participants was found to be limited in the number of mathematics courses completed and license endorsements specific to mathematics teaching. The findings provide educational leaders with relevant research related to attitude toward mathematics and the instructional leadership practice of observing mathematics classrooms. Central office and school leaders could benefit from explicit expectations relating to the observation of mathematics lessons in schools.

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