Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Robert Flanders

Abstract

Principals in public schools are being challenged to improve English language learning (ELL) student achievement through transformational leadership practices. This qualitative study aimed to explore the aspects of transformational leadership that principals use to reduce the disproportionate level in state summative reading assessments between ELL students and their non-ELL peers. The conceptual framework that supported this study was Burns’ theory of transformational leadership. The research question focused on how principals in public school settings employed transformational leadership practices to support a reduction in ELL students’ disproportionate achievement in reading. Semi structured interviews were used to collect data from 10 principals from elementary, junior high, and high school public school. Data from interviews were transcribed and reviewed to extrapolate trends and themes. Findings showed that use of transformational leadership qualities improves ELL student achievement in reading. To boost ELL student achievement in reading, findings indicated that principals should possess a desire to be lifelong learners, build relationships with staff and students, use strategies linked to success, offer mentoring and training, be able to disaggregate their schools’ data, and be flexible to try new ideas and change whenever needed. These findings could contribute to positive social change by informing the educational field about practices needed by principals using transformational leadership to enhance the learning of ELL students leading to higher achievement by students.

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