Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Mary Hallums

Abstract

English Language Learners (ELLs) struggle in many schools in the United States. Instructional leaders and their communities need greater understanding of the leadership practices of principals that can enhance the achievement of ELLs. The purpose of this qualitative exploratory case study was to examine the leadership practices that elementary principals used to increase the achievement of ELLs in their schools. The conceptual framework that grounded this study was culturally responsive school leadership. The two research questions were designed to explore the leadership practices employed by principals to increase the achievement of the ELL population at their schools. Eight elementary principals from one urban school district in the Eastern United States, each of whom had a minimum of 3 years’ experience at the same school and led an elementary school with an ELL population of 50% or higher, participated in this study. Data were collected through semistructured interviews and from archival documents from school meetings. A combination of a priori coding and open was used to elicit categories and themes. Findings indicated that building the capacity of the organization and its teachers and of the community and its families helped principals address challenges. Focusing on students through monitoring instruction and learning was another useful leadership practice identified in the findings. It is recommended that principals provide instructional support for teachers and collaborate in monitoring student learning and progress to improve the instructional program and enhance the achievement of ELLs. By enhancing professional development and fostering more community interaction and support, school leaders may be able to help ELLs be more successful, both in the classroom and in their later life.

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