An Exploration of Principals’ Perspectives on Leading Schools Through Levels of School Improvement: A Qualitative Study
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Educational Administration
Date of Award
8-14-2024
Abstract
In this qualitative study, the researcher investigated and described the specific leadership practices employed by elementary principals in Texas to initiate school improvement in campuses designated as needing targeted support, additional targeted support, or comprehensive support and improvement by the Texas Education Agency (2023a). The researcher sought to identify the leadership practices that principals perceive result in academic success and moving the campus to a school improvement level that indicates a decreased need for school improvement. In recognizing the role that principals have regarding academic achievement and school performance (Marzano et al., 2005), the researcher delved into existing literature in an effort to emphasize the need for a comprehensive understanding of leadership practices that specifically contribute to school improvement in Texas. The study employed a descriptive qualitative research design, incorporating multiple data sources and perspectives. Data were collected through a two-phase process involving electronic questionnaires and one-on-one virtual interviews with principals meeting specific criteria.
Advisor
Teresa Farler
Subject Categories
Education
Recommended Citation
Hernandez, Marie, "An Exploration of Principals’ Perspectives on Leading Schools Through Levels of School Improvement: A Qualitative Study" (2024). Electronic Theses & Dissertations. 1198.
https://digitalcommons.tamuc.edu/etd/1198
