The purpose of the study is to examine real vs. ideal leadership practices of administrators according to race, gender, age, experience, and education level years in current position, and years of experience at Mississippi community and junior colleges. The survey instruments were a modified version of the Leadership Practices Inventory-Self (LPI Self) and the Leadership Practices Inventory-Observer (LPI-Observer) originally developed by Kouzes and Posner in 1985 and updated by Kouzes and Posner in 1997. The reliability and validity of the instruments have been consistently high and the instruments have been used in many studies, including doctoral dissertations and other empirical research. The researcher gained permission to use a modified version of Kouzes and Posner 1997 3rd edition Leadership Practice Inventory (LPI-Self and LPI-Observer). Also, the researcher gained permission from Brightharp to use her modified versions of Kouzes and Posner’s 1997 Leadership Practice Inventory (Self) and Leadership Practice Inventory (Observer). Brightharp’s revised versions of the LPI-Self and LPI observer were adapted to include real and ideal leadership practices described by the leaders and his or her observers. The researcher revised the demographic statements to describe her study, which included presidents and deans at community and junior colleges in Mississippi. The study included 37 presidents and deans and 98 observers. The study examined if these leaders participate in Kouzes and Posner’s five leadership practices, Challenging the Process, Enabling Others to Act, Encouraging the Heart, Modeling the Way, and Inspiring a Shared Vision. A multivariate or univariate were used to test the leadership practices, as well as a Pearson Product Moment Correlation. Results concluded there was a significant difference in leadership practice, Inspiring a Shared Vision and ethnicity. On the other hand, no significant differences were found among the remaining leadership practices nor there was no significant difference among leadership practices and gender. The study concluded that a relationship did exist between leadership practices and leaders’ years in current position. Furthermore, the study also concluded the rank of leaders’ perception of real and ideal leadership practices differed from those of their observers’ perception of real and ideal leadership practices. Implications and recommendations for future research are discussed.

The modern American superintendency faces many challenges, including a national concern that there is a demonstrated shortage of qualified school superintendents in the United States. Reported superintendent tenure ranges from 2.5-4.8 years. Various research and anecdotal data identify and illustrate the complex factors influencing superintendent tenure, and in turn, organizational stability and student achievement. In Texas, superintendents identify strained relationships with the school board president, superintendent/school board communication and relations, and the inability to accomplish goals with the board as significant factors in their length of tenure. Superintendent success in creating and sustaining effective working relationships with his or her boards of trustees and various stakeholder groups is predictive of his or her longevity. Superintendents must successfully navigate interactions with their boards of trustees, as well as internal and external special interest groups, and the greater voting community. Studies abound, regarding causal factors in truncated superintendent tenure, as well as the intrinsic challenges of effectively managing the myriad functions of the superintendency. Those studies primarily focus on interactions with the school board, or describe failed superintendencies from a postmortem perspective. However, the research literature lacks qualitative studies that focus attention on successful superintendent leadership strategies, which have contributed to increased superintendent tenure, and have resulted in increased organizational stability and higher levels of student achievement. / text

The intent of this study was to measure the perceived superintendents’ leadership practices in relation to student performance on the Texas Assessment of Knowledge and Skills (TAKS) in Region V Education Service Center, Texas. This is one of four cohort studies conducted in Region V that assessed the relationship between student performance and leadership practices. The study compared selected District Education Improvement Committee (DEIC) members and superintendent perceptions of superintendent leadership practices as measured by the Kouzes and Posner (2003) Leadership Practices Inventory (LPI). The study was also designed to determine if selected demographic variables impact the perceived leadership practices of the two identified groups. The research procedures included an analysis of the responses from superintendents and selected DEIC members to the Leadership Practices Inventory assessment of five identified leadership practices, Model the Way, Inspire a Shared Vision, Challenge the Process, Enable Others to Act. and Encourage the Heart. Twenty-eight of the possible 30 school districts participated in this study. Student performance data for each district were obtained from the Texas Education Agency Academic Excellence Indicator System. The results of this study indicate that neither a linear relationship nor a statisti-cally significant relationship exists between student performance, as measured by the Texas Assessment of Knowledge and Skills (TAKS), and leadership practices as per-ceived by selected DEIC committee members and superintendents. While the total LPI scores for the five identified leadership practices revealed no statistical signifi-cance; further statistical analysis revealed significance for two domains, Inspire a Shared Vision and Challenge the Process. The study also indicates that participating superintendents commonly perceived themselves higher in regard to leadership practices than did their observers (DEIC members); however, statistical significance for superintendent ratings was only realized in three of the five leadership practices: Model the Way, Challenge the Process, and Enable Others to Act. The frequency of use for each practice as ranked by superintendents and their observers indicate that Model the Way and Inspire a Shared Vision are practiced more frequently than Challenge the Process, Enable Others to Act, and Encourage the Heart.

The intent of this study was to measure the perceived superintendents’ leadership practices in relation to student performance on the Texas Assessment of Knowledge and Skills (TAKS) in Region V Education Service Center, Texas. This is one of four cohort studies conducted in Region V that assessed the relationship between student performance and leadership practices. The study compared selected District Education Improvement Committee (DEIC) members and superintendent perceptions of superintendent leadership practices as measured by the Kouzes and Posner (2003) Leadership Practices Inventory (LPI). The study was also designed to determine if selected demographic variables impact the perceived leadership practices of the two identified groups. The research procedures included an analysis of the responses from superintendents and selected DEIC members to the Leadership Practices Inventory assessment of five identified leadership practices, Model the Way, Inspire a Shared Vision, Challenge the Process, Enable Others to Act. and Encourage the Heart. Twenty-eight of the possible 30 school districts participated in this study. Student performance data for each district were obtained from the Texas Education Agency Academic Excellence Indicator System. The results of this study indicate that neither a linear relationship nor a statisti-cally significant relationship exists between student performance, as measured by the Texas Assessment of Knowledge and Skills (TAKS), and leadership practices as per-ceived by selected DEIC committee members and superintendents. While the total LPI scores for the five identified leadership practices revealed no statistical signifi-cance; further statistical analysis revealed significance for two domains, Inspire a Shared Vision and Challenge the Process. The study also indicates that participating superintendents commonly perceived themselves higher in regard to leadership practices than did their observers (DEIC members); however, statistical significance for superintendent ratings was only realized in three of the five leadership practices: Model the Way, Challenge the Process, and Enable Others to Act. The frequency of use for each practice as ranked by superintendents and their observers indicate that Model the Way and Inspire a Shared Vision are practiced more frequently than Challenge the Process, Enable Others to Act, and Encourage the Heart.

Thesis advisor: Raquel Muñiz / Research has shown that collective efficacy, school-based leadership, and social and emotional (SEL) competencies positively contribute to student success. In the context of education, collective efficacy refers to whether teachers believe in the ability and capacity of their colleagues to support the achievement of all students. Limited research has examined the bridge between leadership practices and the primary sources of collective efficacy: mastery experiences, vicarious experiences, verbal/social persuasion, and affective states. The purpose of this qualitative case study was to identify leadership practices and determine how they shaped the sources of collective efficacy. Findings indicated that leadership practices – meeting time, professional development, positive praise, coaching, feedback, and sharing expertise – modeled the SEL competencies of social awareness, relationship skills, and responsible decision-making. Implications of these findings further establish the sources of collective efficacy as influential factors that shape adult interactions, actions, reflections, and ultimately, student achievement. / Thesis (EdD) — Boston College, 2020. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Dissertation submitted to the faculty of education in partial fulfilments of the requirements for the Decree of Masters of Education in the Department of Curriculum and Instructional studies at the University of Zululand, 2018. / The purpose of this study was to investigate the leadership practices that promote effective teaching and learning in primary schools in the King Cetshwayo District. The King Cetshwayo District was chosen, because it has both rural and urban schools, though rural schools are dominant. Both rural and urban schools in this district face the same disadvantages. This study was qualitative in nature and adopted structured interviews to investigate leadership practices that promote effective teaching and learning in the targeted area. The findings revealed that the principals as school leaders perceived leadership practices differently; this leads to huge differences in their leadership. The findings also confirmed that the school principals shared the same activities and practise differently, but for the same purpose of promoting effective teaching and learning in schools they lead. This study further revealed that school leaders need to work together and discuss the ways to overcome the challenges they face, in order to progress and prosper in their leadership practices. The following recommendations were made based on the findings from the interviews. The idea was to determine which leadership practices promote effective teaching and learning in the King Cetshwayo District. It is recommended that the school leaders should plan the workshops where they will gain knowledge regarding the effective practising of their roles effectively to promote teaching and learning in the schools they lead, the school leaders should attend academic meetings set to help them and understand curriculum matters.

Research has identified collegiality, encouraged by the school leader, as one of the factors present in highly effective schools. However, there is not a widely accepted understanding of what collegiality is or how it is fostered. This study examined teachers' perceptions about collegiality and leadership practices that supported its development in schools. This investigation of the collegial experiences and understandings of teachers in three elementary school settings was conducted primarily through interviews and observation. A high level of collegiality existed among the staff at the three schools, and staff perceptions of the factors that impacted those collegial experiences yielded important data. Three basic questions guided this research: (1) How do teachers demonstrate their own collegial behaviors in schools?; (2) What conditions do teachers identify that enhance teacher collegiality?; and (3) What are the leadership behaviors that foster and support collegiality? A summary of the findings suggested that teachers talking about practice and teachers teaching one another were the two most often discussed and practiced indicators of collegiality. The findings of this study strengthen the connection between well-established transformational leadership practices and teacher collegiality. Both aspiring and practicing leaders need to understand the theory and research behind the practice of transformational leadership and its link to collegiality in schools.This study has added to the body of research, supporting the link between leadership behavior of principals and the collegiality of teachers. Transformational leadership practices contribute to school effectiveness and continuing teacher growth and development. This has implications for the day-to-day practice of leaders, for the professional development of teachers, and for leadership development. A deep understanding of collegiality and the leadership practices that support and sustain it is necessary in an era of continuous school improvement.

As schools are growing more diverse and opportunity and achievement gaps remain, educational leaders are called to develop an equity lens to meet the needs of students (Grissom et al., 2021). The Professional Standards for Educational Leadership explicitly outline critical dispositions for educational leaders to act with equity and cultural competence in all decisions (National Policy Board for Educational Administration, 2015). The purpose of this study was to identify principals' self-reported equity leadership practices and their perceptions of their preparedness to lead for equity in one urban school division. For the purposes of this study, equity leadership was defined as "conditions for learning that interrupt historically discriminatory practices, support democratic schooling, and achieve fair, inclusive, and just outcomes. Further, leadership for equity is acting on those beliefs and understandings intentionally, regularly, and systematically" (Rigby and Tredway, 2015, p. 6). The following research questions guided this study: (a) How do principals in one urban school division indicate they demonstrate equity leadership practices outlined in the Leadership for Equity Assessment and Development framework? (b)What are principal perceptions regarding their preparedness to lead for equity? (c)What professional development do principals indicate they need? This study utilized a convergent-mixed-methods design with self-rated surveys and semistructured interviews. Findings included that while principals (n = 44) felt they were prepared to lead for equity, their practices fell on a continuum with majority of responses associated with the emerging to proficient equitable practices ratings based on the Leadership for Equity Assessment and Development (LEAD) rubric. Moreover, principals noted that personal backgrounds and professional learning helped shape their preparedness to lead for equity most significantly. Principals indicated a need for professional growth relative to developing and evaluating teachers to be more equitable and culturally responsive. Additionally, principals suggested a need for more equitable approaches in engaging families and communities. Implications and recommendations for future studies were provided. / Doctor of Education / As schools are growing more diverse and opportunity and achievement gaps remain, educational leaders are called to develop an equity lens to meet the needs of diverse students (Grissom et al., 2021). The purpose of this study was to identify principals' self-reported equity leadership practices and their perceptions of their preparedness to lead for equity in one urban school division. Through surveys and semistructured interviews, this study examined the current equity leadership practices of 44 principals in one urban school division in southeastern Virginia leveraging the Leadership for Equity Assessment and Development (LEAD) framework (Galloway and Ishimaru, 2017). Additionally, this study examined the perceptions of preparedness of principals to lead for equity and what professional development is still needed in this school division. The results of this study indicated that while principals felt they were prepared to lead for equity, their practices fell on a continuum, with a majority of responses associated with the emerging to proficient equitable practices ratings outlined on the LEAD rubric. Moreover, principals noted that personal backgrounds and professional learning helped to shape their preparedness to lead for equity. Implications for school division leaders and school leadership preparation programs were described based on the findings, as well as considerations for future research.

Achieving the Dream (AtD) assumes that leadership is critical for student success. These Leader Colleges have been able to demonstrate innovation sustainability through specific practices leading to increased student outcomes, while others have not been able to sustain the same level of student success. Limited research exists which highlights specific leadership practices employed by Achieving the Dream colleges, particularly Leader Colleges, which are known for being successful in sustaining innovations. The purpose of this study was to ascertain leadership practices used to increase student success through sustained innovation at two Achieving the Dream Leader Colleges. This study may add to the knowledge base regarding Achieving the Dream colleges as well as sustainability practices leading to increased student success in community colleges. The research was guided by the following questions: What leadership practices were employed by the Chief Executive Officer, Board of Trustees, Leadership Team, and Faculty to sustain innovation that led to increased student success?; What was the perception of the AtD coach and data facilitator regarding the leadership practices that contributed to student success?; What obstacles to change were encountered by internal stakeholders during innovation sustainability? This qualitative study consisted of three components: interviews, focus group, and document reviews with purposeful sampling. The participants included Chief Executive Officers, Board of Trustees members, the Leadership Team, faculty, and Achieving the Dream coaches and data facilitators at two AtD Leader Colleges. Findings from the study indicated: (a) commitment and support must be priorities of the Chief Executive Officer and senior leaders of the institution; (b) using data to inform decisions illuminates achievement gaps; (c) communication between internal and external stakeholders is imperative to affect change; (d) the institutionalization of interventions is essential to sustain student success; and (e) leading with passion is a critical component of leadership. / text

Principals with effective leadership practices may positively impact the success in schools. Although the topic of leadership has been researched extensively, more research may be beneficial in determining how leadership practices may develop or change over the course of the career of a school principal. This study was designed to determine if the leadership practices of principals have changed over time and what factors may have influenced this change within their leadership practices. A qualitative research method with a grounded theory design was used in this study. After obtaining permission from several school districts in East Tennessee, the 11 participants were recruited through emails and phone calls. Interviews were semistructured with questions crafted to encourage discussion on the topic. After each participant was interviewed, the transcripts were coded to determine themes. After analysis of the coding, common themes emerged. Most participants reported that on-the-job experiences, previous roles in leadership, and a network of colleagues were the factors that influenced changes in their leadership practices. These findings supported research that found leadership practices evolved over time. Research also supported the common theme that experience is more of an influencer on leadership practices than content classes from principal preparation programs. The study may be useful for universities that offer principal preparation programs in planning more authentic experiences. Further research may be needed to determine the amount of time needed in authentic experiences to best prepare future principals.