Date of Conferral

5-15-2024

Date of Award

May 2024

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Mary Kropiewnicki

Abstract

The problem that was addressed in this study was that six of twelve middle schools that were formerly rated as unsuccessful by the Georgia Department of Education in English language arts and mathematics performance continued to perform poorly, while the other six improved performance in these areas. The purpose of this basic qualitative study was to explore instructional leadership practices of school leaders who transformed unsuccessful middle schools to achieve successful ratings. Hallinger’s instructional leadership model served as the conceptual framework for this study to inform analysis and data collection. Research questions were focused on middle school leaders’ perceptions of instructional leadership practices that were implemented to increase student achievement and challenges while implementing those practices. Purposive sampling was used to identify six principals and seven assistant principals. The study revealed several themes: building relationships and modeling expectations, use of data and collaboration to improve student achievement, and use of data to support resource allocation and create positive learning environments. Challenges included resource and funding issues, system and policy constraints, instructional challenges, and the need for leadership and staff development. Study findings were used to develop a professional development curriculum for principals and assistant principals through instructional leadership development that can contribute to increased student academic achievement at schools that were rated as unsuccessful through this project study.

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