dc.contributor.advisor | MacGregor, Cynthia J. (Cynthia Jane), 1962- | eng |
dc.contributor.author | Kopp, Kevin T., 1976- | eng |
dc.coverage.spatial | Missouri | eng |
dc.date.issued | 2007 | eng |
dc.date.submitted | 2007 Spring | eng |
dc.description | The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. | eng |
dc.description | Title from title screen of research.pdf file (viewed on October 16, 2007) | eng |
dc.description | Vita. | eng |
dc.description | Thesis (Ed. D.) University of Missouri-Columbia 2007. | eng |
dc.description.abstract | [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] School administrators face several challenges ranging from opposing stakeholders, to frequent deadlines, to the pressures of No Child Left Behind. The principals of high poverty, low-funded schools have additional obstacles hindering them from student achievement. The purpose of this study was to determine predictive relationships between leadership style and student achievement in high poverty, low-funded schools. Data on leadership style was collected from 103 elementary principals located in high poverty, low-funded schools in Missouri during the spring of 2007. The data analysis for the study included Pearson product movement correlations, backward multiple linear regression analysis, and open-coding. The results of the study found that out of all leadership styles, active management-by-exception had a significant negative correlation with overall, communication arts, and math student achievement. It was also a predictive variable in low student performance. Open-coding identified goal setting, personal attention, and accountability as supporting themes. | eng |
dc.description.bibref | Includes bibliographical references. | eng |
dc.identifier.merlin | b60589875 | eng |
dc.identifier.oclc | 174251643 | eng |
dc.identifier.uri | https://doi.org/10.32469/10355/6021 | eng |
dc.identifier.uri | https://hdl.handle.net/10355/6021 | |
dc.language | English | eng |
dc.publisher | University of Missouri--Columbia | eng |
dc.relation.ispartofcommunity | University of Missouri--Columbia. Graduate School. Theses and Dissertations | eng |
dc.rights | Access is limited to the campuses of the University of Missouri. | eng |
dc.subject.lcsh | Academic achievement | eng |
dc.subject.lcsh | Educational leadership | eng |
dc.subject.lcsh | Poor children -- Education | eng |
dc.title | The relationship between leadership style and student achievement in high poverty, low funded schools | eng |
dc.type | Thesis | eng |
thesis.degree.discipline | Educational leadership and policy analysis (MU) | eng |
thesis.degree.grantor | University of Missouri--Columbia | eng |
thesis.degree.level | Doctoral | eng |
thesis.degree.name | Ed. D. | eng |