A case study of leadership behaviors in a high poverty successful school
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[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] Over the past 20 years, public attention has been more focused on school accountability in the United States. There is widespread concern about the disparity in educational opportunities among children from different socioeconomic and ethnic backgrounds. With these ever-changing educational reforms, the significance of effective school leadership has become a focal point of many districts. As schools are increasing in their percentages of students receiving free or reduced meals, administrators are feeling the pressure to make substantive changes. The purpose of this qualitative case study was to investigate the phenomena between leadership behavior styles and student achievement in a high poverty, high achieving school. Providing high quality educational opportunities throughout the school requires the right combination of leadership, environment, and community to allow teaching and learning to occur. Qualitative data included in this study was gathered through focus groups, questionnaires, interviews with the principal, direct observations, and school documents. Analysis of the data led to the researcher identifying themes that include a clear understanding of culture, effective communication, shared decision making, collaboration, initiating change, and assessment. Understanding these elements will help a leader to implement effective change. Through the creation of a common vision and mission, the organization will be able to move forward.
Access is limited to the campus of the University of Missouri--Columbia.