The purpose of this study was to investigate the interrelationship among student academic achievement, principals' leadership style, parental involvement, school culture, student attendance, and teacher instructional practice of disadvantaged students in diverse elementary schools. This study examined principals' leadership style, parental involvement, school culture, student attendance, and teacher instructional practice and how they affect student academic achievement. Overall, the study provided possible solutions to principals on ways to improve student academic achievement of disadvantaged students in diverse elementary schools. To make this study possible, the researcher developed and field-tested a questionnaire for administrators, teachers, and parents in order to measure the relationship among principals' leadership style, parental involvement, school culture, attendance, and teacher instructional practice of disadvantaged students in six diverse elementary schools.
Four statistical tests were performed and analyzed: A Pearson Correlation, t-test, factor analysis, and regression analysis. The findings of the study with respect to the Pearson Correlation Coefficient showed a significant relationship at the .05 level with respect to the independent variables: principals' leadership style, parental involvement, school culture, student attendance, teacher instructional practice, and the dependent variable, student academic achievement. The findings of the t-test showed a significant difference between school staff (administrators and teachers) and parents as it relates to school climate (principals' leadership style, parental involvement, school culture, student attendance, teacher instructional practice). The data further showed that school staff (administrators and teachers) did not perceive parental involvement differently. The findings of the factor analysis showed the following variables were placed in the same factor as student academic achievement: school ranking, SES, and race. The following variables were placed together in Factor II: principals' leadership style, parental involvement, school culture, student attendance, and teacher instructional practice. The following variables were placed together in Factor III: gender and survey classification (administrator, teacher, and parent):The results of the regression analysis showed that SES and school culture will contribute to the outcome (prediction) of student academic achievement, and student academic achievement and school culture will contribute to the outcome (prediction) of school ranking.
| Identifer | oai:union.ndltd.org:auctr.edu/oai:digitalcommons.auctr.edu:dissertations-4628 |
| Date | 01 May 2004 |
| Creators | Johnson, Yolanda R. |
| Publisher | DigitalCommons@Robert W. Woodruff Library, Atlanta University Center |
| Source Sets | Atlanta University Center |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | ETD Collection for AUC Robert W. Woodruff Library |
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