Routine Behaviors of Principals in High Poverty High Performing Elementary Schools

Document Type


Degree Name

Doctor of Education (Ed.D)


Educational Administration

Date of Award

Fall 2015


This study was aimed at identifying the routine behaviors of principals in high poverty, high performing elementary schools. An analysis of data collected from campus principal’s using the 1985 Principal Instructional Management Rating Scale created by Philip Hallinger and Joseph Murphy was conducted. The analysis was used to determine (a) any relationship between the routine leadership practices of the principal and the academic rating of the school, (b) the actions performed by principals daily that produce effective long-term academic success, and (c) the behaviors of the principal that influence the climate and culture of the campus and have a lasting impact on student success. No statistically significant differences in behaviors occurred between the three campus accountability rating types. The data revealed a few visible differences that were not significant in the 10 subcategories by principals in schools between the IR, MS, and ED schools. The principals of the high performing campuses tended to be more experienced leaders and revealed that they valued establishing goals, communicating goals, protecting instructional time, and providing teachers with the necessary tools and opportunities for professional growth.


Ava Muñoz

Subject Categories

Education | Educational Administration and Supervision