Investigating the Practices of Principals at High-Performing Low-Socioeconomic High Schools

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Educational Administration

Date of Award

1-10-2024

Abstract

For this study, the researcher investigated the practices of principals at low-socioeconomic, high-performing high schools. This general qualitative study included investigative interviews to discover the leadership practices of 5 principals from high schools considered by the Texas Education Agency to be both academically high-performing and low-socioeconomic. The researcher reviewed past research to identify gaps in the field, which informed the research questions and design. Using self-efficacy, collective teacher efficacy, and leadership behaviors as the theoretical frameworks, the researcher examined principal practices connected to high-performing, low-socioeconomic high schools and categorized them into 3 main groups: instruction, culture, and high expectations. The researcher critically analyzed the methods, results, strengths, and weaknesses of previous research to inform design decisions. Previous research showed varied results that researchers often link to a specific school or demographic makeup. While high-performing schools require a leader who is effective and impactful, many principals have gaps in their training or lack full knowledge of the high-performing leader requirements. This study may help principals improve performance on their campus by illuminating some best practices that impact student success. The overarching purpose of this study is to identify principal practices that are effective in low-socioeconomic high schools. The researcher determined that culture, communication, and high standards are three practices commonly used by high-performing principals in low socioeconomic-status high schools.

Advisor

Ray Thompson

Subject Categories

Education

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